Journal
AMERICAN EDUCATIONAL RESEARCH JOURNAL
Volume 44, Issue 3, Pages 519-558Publisher
SAGE PUBLICATIONS INC
DOI: 10.3102/0002831207306859
Keywords
differentiated instruction; expansion; high-stakes accountability; intensification; teaching practice; teacher roles
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This article examines the impact of federal, state, and localpolicies on the roles that elementary school teachers are asked to assume inside and outside the classroom, Through a detailed analysis of changes in teacher tasks over a 4-year period, the authors determined that role expectations increased, intensified, and expanded in four areas.. instructional, institutional, collaborative, and learning. These changes had unanticipated, and often negative, consequences for teachers' relationships with students, pedagogy, and sense of professional well-being. The authors use one policy directive, differentiated instruction, to illustrate the complexity of role demands currently made of teachers, and they draw implications for policy and research.
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