| Chapter 1: | Story of the Research |
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Teachers were expected to give these tests and record the data into each student’s permanent record, yet they reported almost never utilizing these results when assessing their current students.
There was a parallel between these findings and those of Rex and Nelson (2004). In both studies, teachers went “underground” or took the nonpublic route when they were making truly important decisions about either what to emphasize in teaching (Rex & Nelson) or what to emphasize in assessment (Anders & Richardson, 1992). This provided insight into the ultimate degree to which teachers institute what really matters to them in the classroom versus what is important to those who define external accountability standards.
Kimonen and Nevalainen (1996) studied the elements of curricular change and noted that if change were to occur, administrative and teacher cooperation were paramount, as was a high level of teacher interest in professional development. The main obstacle to curricular change was that teachers resisted curriculum planning because it was difficult, stressful, and often took place beyond the school day. In their research, Kimonen and Nevalainen identified two ways in which Finnish schools attempting major curriculum reform approached change. These approaches demonstrated two ways in which teachers could exercise their autonomy relative to the curricular change process or any other change process: teacher realtionships with management and teachers’ personal interest in their own professional development.
Teachers generated a set of beliefs based on experience, organizational climate, faith in children, and a myriad of other factors. Beliefs shape actions; therefore, without a change in beliefs, there would be no change in actions. Regardless of what teachers were directed to do by policy makers or administrators, their personal beliefs were difficult to change. Kimonen and Nevalainen (1996) noted that if reform were to occur, teachers must believe in cooperation and experimentation, be willing to change their beliefs, and be willing to participate in ongoing reflection of their practice.