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Abstract

Legislated learning describes accurately the assumptions underlying educational legislation in Florida from 1976 to 1985. This study explores the failure of teachers to accept models of legislated learning imposed on them. While 86.7% of teachers surveyed identified "the times I know I have `reached' a student or group of students and they have learned" as the most salient intrinsic reward in teaching, 74% of teachers interviewed found legislated learning as questioning competency, limiting the scope of teachers' work and/or political interference. Instead of creating an incentive of a better educational environment, legislated learning, according to interviewees, functioned as a disincentive to these teachers.

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Disincentives to Teaching: Teacher Reactions to Legislated Learning

Abstract

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