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Autor/inn/en | Kavanagh, Kara M.; Fisher-Ari, Teresa R. |
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Titel | Curricular and Pedagogical Oppression: Contradictions within the Juggernaut Accountability Trap |
Quelle | In: Educational Policy, 34 (2020) 2, S.283-311 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0895-9048 |
DOI | 10.1177/0895904818755471 |
Schlagwörter | Accountability; Public Policy; Educational Policy; Educational Change; Influences; Literacy Education; Curriculum; Teaching Methods; Instruction; Classroom Techniques; High Stakes Tests; Educational Legislation; Federal Legislation; Urban Schools; Public Schools; Disadvantaged Schools; At Risk Students; Teacher Education Programs; Partnerships in Education; Alternative Teacher Certification; Cheating; Elementary Schools; Professional Autonomy; Reading Comprehension; Student Motivation; Student Behavior Verantwortung; Öffentliche Ordnung; Politics of education; Bildungspolitik; Bildungsreform; Influence; Einfluss; Einflussfaktor; Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching process; Unterrichtsprozess; Klassenführung; Bildungsrecht; Schulgesetz; Bundesrecht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Hochschulpartnerschaft; Prellen; Elementary school; Grundschule; Volksschule; Berufsfreiheit; Leseverstehen; Schulische Motivation; Student behaviour; Schülerverhalten |
Abstract | Nested within a 5-year examination of Teach for America (TFA) corps members' experiences with learning to teach, this article focuses on the salient theme of "Reform Models" found in data collected when a highly publicized testing cheating scandal was breaking in this urban district. Using constructivist grounded theory, researchers analyzed 5,897 daily reflections written during a year-long, initial certification course. Rigorous, comprehensive, and collaborative data analysis utilizing a multirater/multistage/multiyear process, including ATLAS.ti, researchers' memos, audit trails, and emic perspectives of participant-researchers, assured trustworthiness. Analysis revealed federal accountability policies and education reforms that had profound and negative influences on literacy curriculum, pedagogy, teaching, learning, and classroom practice. (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 | 2024/1/01 |