| As teachers work to implement the requirements of the No Child Left Behind Act of 2001, it is important to qualitatively understand the effects of these mandates on their instructional practice. The purpose of this phenomenological study was to understand what it is like to teach elementary school in southeastern Idaho in the current era of accountability. Interviews with 7 participants were collected in a 3-step process, transcribed, and analyzed in accordance with phenomenological methods. Analysis of the data revealed the complexity and challenges of teaching within the context of accountability. Participants acknowledged the pressure of testing mandates and discussed the changes they were making in their teaching practices. Concerns about the needs of the whole child, a lack of time, and a narrowing curriculum were common topics of discussion. Positive effects of accountability included using test data more effectively for planning instruction, integrating subject matter, and increasing collaboration with colleagues. All of the participants held themselves highly accountable for student growth and performance. However, most questioned the basic philosophy of No Child Left Behind and the current over emphasis on testing and educational outcomes. Only by understanding these positive and negative effects of current accountability mandates on teachers and students can stakeholders in the field of education hope to improve the educational climate and build capacity in our schools to truly leave no child behind. To that end, I offer several recommendations, which include increasing professional development and training for teachers and principals, streamlining curriculum standards, taking a more balanced approach to assessment, and revising current NCLB mandates. |
