%0 Journal Article
%T Investigating Internal Accountability and Collective Capacity: Taking a Closer Look at Mathematics Instruction
%A Hall
%A Jori N.
%J Journal of Curriculum and Instruction
%D 2010
%I East Carolina University
%X This case study uses multiple methods and gathers perspectives from administrators, teachers, and students to examine how a middle school develops internal accountability (Elmore, 2004) to address the needs of its diverse learners and external accountability mandates. Building on Newmann, King, and RigdonĄ¯s (1997) framework for collective capacity, the schoolĄ¯s capacity to enact its internal accountability is explored. An in-depth investigation within the context of the schoolĄ¯s mathematics program, focusing on the academic needs of low-income, African American learners is conducted to further explore collective capacity as primarily enacted vis-¨¤-vis teachersĄ¯ instructional strategies. The data presented contribute to a more complex and contextual perspective of teaching and learning within a high-stakes testing environment. The findings of this study show that despite tensions around student accountability and curricular demands, the school successfully incorporates internally-generated accountability and mandated strategies into their internal accountability system and demonstrates leadership capacity at multiple levels.
%K mathematics instruction
%K internal accountability
%K collective capacity
%U http://www.joci.ecu.edu/index.php/JoCI/article/view/78/99