Literaturnachweis - Detailanzeige
| Autor/in | Urbanski, Cynthia D. |
|---|---|
| Sonst. Personen | Eidman-Aadahl, Elyse (Vorw.) |
| Titel | Untangling urban middle school reform. Clashing agendas for literacy standards and student success. |
| Quelle | New York: Teachers College Press (2016), XI, 131 S. |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monografie |
| ISBN | 0807757713 (Taschenbuch); 9780807757710 (Taschenbuch); 9780807774823 (E-Book) |
| Schlagwörter | USA; Common Core State Standards (Education); Educational change; United States; Urban schools; Education, Urban; Middle school education; Bildungsgeschichte |
| Abstract | Foreword / Elyse Eidman-Aadahl -- Introducing the power in story and the story of power -- Rosa Parks Middle School: contrasting and conflicting stories -- Mapping social reproduction: competing systems of order and control -- Narrowing the lens: teaching as narrative negotiation -- Reproducing "good student" writing -- Being "bad": making critique visible -- Conclusion: A call for critique of the testing and accountability narrative of schooling. "At Rosa Parks, a middle school in a crime-ridden neighborhood, students are advised to "do as they are told" and they will succeed. Unfortunately, "doing what they are told" often translates into repeating information given to them by the teacher, especially when it comes to writing. Meanwhile, students in an affluent neighborhood nearby are encouraged to be creative and think critically. This book examines the experience of one schools resistance to the deficit model of education and how it represents the overall story of urban school reform. Highlighting the consequences of the implementation of the Common Core State Standards in literacy, the author weighs the perspectives of teachers, National Writing Project consultants, and administrators. Her up-close analysis illuminates how rigid accountability structures shift power away from the teachers and administrators who know the students best. As such, it illustrates the complex nature of writing instruction in urban schools."--Publisher's website. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2017/2/04 |
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