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Teacher isolation, where only one teacher at a school is teaching a particular subject, has been reported as one of the biggest challenges for computer science (CS) teachers in the US. However, the extent of CS teacher isolation has not been documented beyond teachers' self report. We use 14 years of middle and high school data from California to determine factors affecting the likelihood of CS being offered or a CS teacher being isolated at a school. We find that teachers in CS experience isolation at a higher rate than almost all other subjects and that larger schools are more likely to have one or more CS teachers. We extend prior work by showing that schools with a greater proportion of students underrepresented in computing are less likely to offer CS even when controlling for school size.
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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 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.
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- PAR ID:
- 10327062
- Date Published:
- Journal Name:
- Research in Education
- ISSN:
- 0034-5237
- Page Range / eLocation ID:
- 003452372110558
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1177/00345237211055843
