Asset Details
Do you wish to reserve the book?
New Mexico’s Teachers Manifesting Teacher Autonomy with Discipline Practices, Course Offerings, Assessments, Content, and Materials Within Their Classrooms
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
New Mexico’s Teachers Manifesting Teacher Autonomy with Discipline Practices, Course Offerings, Assessments, Content, and Materials Within Their Classrooms
Do you wish to request the book?
New Mexico’s Teachers Manifesting Teacher Autonomy with Discipline Practices, Course Offerings, Assessments, Content, and Materials Within Their Classrooms
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Dissertation
New Mexico’s Teachers Manifesting Teacher Autonomy with Discipline Practices, Course Offerings, Assessments, Content, and Materials Within Their Classrooms
2025
Overview
This dissertation examines the ways in which four public school teachers in New Mexico demonstrate autonomy in key areas of classroom practice, including discipline, course offerings, assessments, content, and materials. Through a qualitative case study approach, this research explores how teachers describe their autonomy, what factors influence their decision-making, and how autonomy manifests in their instructional practices. The study is framed by Self Determination Theory, which highlights autonomy as a critical component of teacher motivation and professionalism. Findings suggest that while federal and state policies, such as No Child Left Behind (NCLB), Race to the Top (RTT), and the Every Student Succeeds Act (ESSA), have increasingly standardized education and limited teacher discretion, educators continue to exercise autonomy in their instructional methods and classroom management. The study concludes that enhancing teacher autonomy could contribute to improved job satisfaction, professional growth, and student learning outcomes. Recommendations include policy adjustments that balance accountability measures with greater flexibility for teachers to make pedagogical decisions in alignment with their students’ needs.
Publisher
ProQuest Dissertations & Theses
Subject
ISBN
9798280710863
