Education in an Era of Accountability: Do you have to Sacrifice Wise Practices?

Authors: Quinn, Suzanne¹; Ethridge, Elizabeth

Source: Early Childhood Education Journal, Volume 34, Number 2, October 2006 , pp. 117-123(7)

Publisher: Springer

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Abstract:

This research explores the history, philosophies and practices of an “A rated” public charter school (serving infants through 8th grade) in Florida. Participants are the professional educators who were involved in the founding of the school in 1999. Findings are based on semi-structured interviews probing the details of the history of the school and the educators' beliefs and practices. Analysis of the educators' responses reveal a strong sense of ownership and investment by the teachers and administrator who were part of the founding of the school, a focus on doing what is wise for children, a culture of autonomy, and a profound respect for children. Prevailing customs of the school include meetings, field studies, and service. Implications are related to school reforms, teacher autonomy and wise practices.

Keywords: accountability; teacher autonomy; child-centered practices; Bank Street model; charter school

Document Type: Research article

DOI: 10.1007/s10643-006-0066-2

Affiliations: 1: Email: squinn@tempest.coedu.usf.edu