Literaturnachweis - Detailanzeige
| Autor/in | Ramsay-Jordan, Natasha |
|---|---|
| Titel | Preparation and the Real World of Education: How Prospective Teachers Grapple with Using Culturally Responsive Teaching Practices in the Age of Standardized Testing |
| Quelle | In: International Journal of Educational Reform, 29 (2020) 1, S.3-24 (22 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Ramsay-Jordan, Natasha) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1056-7879 |
| DOI | 10.1177/1056787919877142 |
| Schlagwörter | Preservice Teachers; Culturally Relevant Education; Standardized Tests; Teacher Education; High Stakes Tests; Federal Legislation; Educational Legislation; Secondary School Teachers; Accountability; Mathematics Instruction; Urban Schools; African American Students; Practicums; Academic Standards; Lesson Plans; Cognitive Processes; Difficulty Level; Student Experience Standadised tests; Standardisierter Test; Lehrerausbildung; Lehrerbildung; Bundesrecht; Bildungsrecht; Schulgesetz; Verantwortung; Mathematics lessons; Mathematikunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Practicum; Praktikum; Praktika; Lesson planning; Unterrichtsplanung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Studienerfahrung |
| Abstract | The most highlighted provision and consequence of the reauthorization of the 1965 Elementary and Secondary Education Act (ESEA), the No Child Left Behind (NCLB) Act of 2001, is obsessive practices of assessing students across the United States (U.S.). Despite newly named policies, including Every Student Succeed Act (ESSA) of 2015, which governs current U.S. K-12 education standards, concerns over NCLB's unprecedented fixation on high stakes testing remain acute for many school districts. This manuscript examines the struggles of four preservice secondary mathematics teachers (PMTs) who grappled with enacting culturally responsive teaching practices at schools that aimed to meet accountability standards. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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