The influence of test-based accountability policies on school climate and teacher stress across four states
By Nathaniel Embse, Laura L. Pendergast, Natasha K. Segool, Elina Saeki, Shannon V. Ryan. 2016
111 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/59d30bbd482bd251a1566af6825e7d7bf6b1ec7b
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Valentina Grazia
- Shannon V. Ryan
- Luisa Molinari
- Laura L. Pendergast
- Natasha K. Segool
- Nathaniel Embse
Citations in the corpus
- School climate multidimensionality and measurement: a systematic literature review (2020, background): “…and Perry 2011, 2012; Dymnicki 2014; Malinen and Savolainen 2016; McLean et al. 2017; Pössel et al. 2016; Skinner, Babinski, and Gifford 2014; Van Beurden et al. 2017; Von der Embse et al. 2016) or parents’ (Goldkind and Farmer 2013; Whitaker and Hoover-Dempsey 2013) perceptions of school climate.”
- Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent (2017, background): “…of test-based accountability in performance evaluations, merit pay, and tenure decisions results in increased test-related stress in the environment, increased stress related to the teaching curriculum, and increased teacher stress in general and specific to testing (von der Embse et al., 2016).”