No Child Left Behind and the Assault on Teachers' Professional Practices and Identities

Autor/in	Barrett, Brian D.
Titel	No Child Left Behind and the Assault on Teachers' Professional Practices and Identities
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 25 (2009) 8, S.1018-1025 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2009.03.021
Schlagwörter	Federal Legislation; Educational Policy; Discourse Analysis; Preservice Teachers; Beginning Teachers; Experienced Teachers; Self Concept; Teaching Methods; Educational Change + Suchen Sie Ihr Suchwort? Bundesrecht; Politics of education; Bildungspolitik; Diskursanalyse; Junior teacher; Junglehrer; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform
Abstract	This Bernsteinian analysis conceptualizes No Child Left Behind legislation in the United States as a recent and deliberate shift towards a ''performance'' model of official pedagogic discourse. The paper posits that this shift carries the capacity to fundamentally alter teachers' professional practices and identities. It examines particularly whether the policy shift has impacted the professional practices and identities of pre-service and early career teachers, whose training has been completed in the wake of No Child Left Behind, differently than it has impacted the professional practices and identities of their veteran counterparts. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10