Changing notions of teacher autonomy: The intersection of teacher autonomy and instructional improvement in the US

Historically, teachers had been delegated the primary responsibility for the organization and management of classroom instruction in US public schools. While this delegation afforded teachers professional autonomy in their work, it has also resulted in disparities in students’ educational experience...

Full description

Saved in:
Bibliographic Details
Published in:Research in education (Manchester) 2024-05, Vol.118 (1), p.3-25
Main Authors: Lyle, Angela M, Peurach, Donald J
Format: Article
Language:English
Subjects:
Case studies
Classrooms
Comparative analysis
Delegation
Education
Educational Change
Educational Experience
Educational Facilities Improvement
Instructional Improvement
Instructional Leadership
Nonprofit organizations
Professional autonomy
Profits
Public schools
School districts
Teachers
Teaching
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Historically, teachers had been delegated the primary responsibility for the organization and management of classroom instruction in US public schools. While this delegation afforded teachers professional autonomy in their work, it has also resulted in disparities in students’ educational experiences and outcomes within and between classrooms, schools, and systems. In the effort to improve instruction and reduce disparities for students on a large scale, one reform effort in the US has focused on building instructionally focused education systems (IFESs) where central office and school leaders collaborate with teachers to organize and manage instruction. These efforts are playing out in a variety of contexts in the US, including in public school districts, non-profits, and other educational networks, and it is shifting how teachers carry out the day-to-day work of instruction. In this comparative case study, we investigate two IFESs in which efforts to improve instruction pushed against historic norms of teacher autonomy. We found that these new systems are not at odds with teacher autonomy, but rather these systems reflect a transition to more interdependent notions of teacher autonomy.
ISSN:0034-5237
2050-4608
DOI:10.1177/00345237211055843