exploratory factor analysis, 113

external accountability, 2–3, 12–14, 16–17, 19, 21, 23–26, 34–35, 47, 49, 56, 60, 68, 74, 86, 89, 91, 94–96, 99, 101–102, 106–110, 117–118, 137–138

federal government, 18, 24, 26, 86, 119

have (possess) autonomy, 57, 59–60, 62–63, 73–74, 76, 78, 87, 113, 125, 140

high-stakes accountability, 3, 12, 16, 39, 49, 55, 93, 95, 106, 115, 123–124, 140

interactions, 62–64, 75, 77, 84, 88

main effects, 62–63, 65, 75–77, 79, 87, 116

MCAS, 26–27

Michigan, 12, 26, 40, 52, 54, 69, 72, 95–99, 101–102, 105, 108

NCLB, 9–10, 17–18, 22–23, 47, 128

New York, 19, 26, 40, 53–54, 69, 72, 99, 107, 109

nontested teachers, 26, 29–32, 49–50, 60, 62–63, 65–66, 68–69, 74–76, 78, 80–81, 83–86, 88–90, 92–104, 106, 108–110, 116–118, 121–125, 138

opportunity to learn (OTL), 5–6

organizational autonomy, 37–38

pedagogical autonomy, 27, 47, 63, 80–81, 83

pedagogy, 3–4, 10, 12–13, 16, 22, 24, 27, 34, 39, 41–42, 44–50, 54–55, 57–59, 71–75, 80–81, 84–85, 90–91, 106, 109, 112, 116, 124–126, 137–138

Pennsylvania, 26, 40, 50, 52–54, 69, 72, 96–105, 107–108

policy, 4, 9–11, 15, 21, 46, 112, 124, 126–128, 130–131, 133, 137–138, 140–141

professional development, 3–4, 12, 21, 39, 41, 44, 47–50, 54–55, 57–59, 63, 67, 71–75, 82, 84–85, 91, 109, 112, 116, 125–126, 130, 133, 137, 139

qualitative methodology, 66

quantitative methodology, 54

research questions, 3, 12, 26, 47, 50–51, 54, 61, 66–67, 69, 71–72, 74, 88–89, 91, 94, 109, 111–112, 115–116, 123

school leadership, 126, 137

simple effects, 64, 66, 76–78, 80–84, 88–89, 117

six-part model of teacher autonomy, 36, 40, 42, 48–50, 74, 85, 112–113, 115

SPSS, 59, 62, 72