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The Inquiring Proposal for Making Students Accountable
Debra Woods
Capella University
ED5007 – First Course – Foundations of Educational Leadership

Annotated Bibliography
Carnoy, M., & Loeb, S. (2002). Does external accountability affect student outcomes?
A cross-state analysis. Educational Evaluation and Policy Analysis, 24(4), 305-311.
Retrieved from
Carnoy & Loeb provides an overview of how schools assessments are based on accountability and student testing. Carnoy & Loeb are explaining how it is necessary to adopt a strong accountability for measuring student’s outcome, because this is an indicator to tell how administrators and teachers are reaching the organization’s goals and to provide information on which elements of the curriculum are reaching students and which are not. Carnoy & Loeb are focusing on how the analysis is important for assessing the assessment of the relationship between accountability and student performances. Above all, Carnoy & Loeb are letting us know how factors with strong accountability can also improve the educational process. Christenson, M. A. (2004). Teaching multiple perspective on environmental issues in elementary

classrooms: A story of teacher inquiry. The Journal of Environmental Education,
35(4), 3-16. Retrieved from
The author discusses about how five elementary school teachers who collaborated multiple perspectives approach to environmental issues into teaching styles. Also, the article provided information on how the teachers used children’s literature to discuss the different perspectives on diverse viewpoints on environmental issues. Christenson’s qualitative analysis of student opportunity to use critical thinking skills reinforces the need for more effective teaching styles. Most important, the research showed how the teachers demonstrated a professional development process that influences their attitudes towards their practice. Dana, N. F., & Yendol-Hoppey, D. (2009). The reflective educators guide to classroom research;

Learning to teach and teaching to learn through practitioner inquiry (2nd ed.).
Thousand Oaks, CA: Crowin Press.
In their 2009 study, Dana and Yendol-Hoppey argue that literature is an important part of teacher inquiry and should be used as to be connected to, informed by, and a contributor to a larger conversation about educational practice. Dana and Yendol-Hoppey reviewed each step of teacher inquiry, or student’s accountability, in depth, with many other examples. Even though classroom research is an effective tool to use, but the authors are focusing on how teachers are committed to the teacher inquiry. This is a very helpful, informative text for seeking and understanding of how student accountability is important to the teacher inquiry. Nelson, T., & Slavit, D. (2008). Supported teacher collaborative inquiry. Teacher Education

Quarterly, 35(1), 99-116. Retrieved from The past fifteen years teachers developed a project that supported collaborative inquiry. However, this did focus on how teachers have the ability to initiate change but it also showed where complex layers of support are required to achieve this goal. This article lays out an entire framework of specific details that teachers use to serve as professional development. The bottom line is this is an insight on how inquiry indicates an experience on how to seek out, and collaborate with others in the teaching profession. Oakleaf, M. (2009). The information literacy instruction assessment cycle. Journal of

Documentation, 65(4), 539-560. Retrieved from Oakleaf discusses how information literacy instruction assessment cycle provides assessment tool to increase the knowledge of instructional abilities to improve students’ literacy skills. Oakleaf goes further to explain how librarians gain important data on how students behavior is...
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