Innovation in a Context of Accountability: A Study of Educators' Experiences in a Massachusetts Innovation School

被引：0

作者：

Charner-Laird, Megin ^{[1
]}

Szczesiul, Stacy Agee ^{[2
]}

机构：

[1] Salem State Univ, McKeown Sch Educ, 352 Lafayette St, Salem, MA 01970 USA

[2] Univ Massachusetts Lowell, Sch Educ, Lowell, MA USA

来源：

EDUCATIONAL FORUM | 2025年 / 89卷 / 01期

关键词：

Innovation; education policy; school capacity; teacher leadership; TEACHER LEADERSHIP; PROFESSIONAL-DEVELOPMENT; CAPACITY; INSTRUCTION; CONSTRAINTS; IMPROVEMENT; ADOPTION; SCIENCE; REFORM; IMPACT;

D O I：

10.1080/00131725.2024.2322943

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The Massachusetts Innovation Schools initiative authorized educators to operate with increased autonomy and flexibility. This descriptive case study examines the early experiences of teachers in one innovation school. We explore the innovations teachers leveraged to build capacity, with particular attention to how they enacted teacher leadership and deployed new structures for professional collaboration. Findings suggest that the broader neoliberal policy context undermined their potential for the radical innovation needed to disrupt the status quo.

引用

页码：130 / 148

页数：19

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