Constraints and Negotiations: TFA, Accountability, and Scripted Programs in Urban Schools

Autor/inn/en	Kavanagh, Kara M.; Fisher-Ari, Teresa R.
Titel	Constraints and Negotiations: TFA, Accountability, and Scripted Programs in Urban Schools
Quelle	In: Penn GSE Perspectives on Urban Education, 14 (2017) 1, (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-7109
Schlagwörter	Urban Schools; Accountability; Educational Change; Teaching Conditions; Social Influences; Socialization; Educational Policy; Neoliberalism; Social Justice; Equal Education; Social Bias; At Risk Students; Preservice Teachers; Culturally Relevant Education; Curriculum; Alternative Teacher Certification; Educational Legislation; Federal Legislation; Literacy Education; Case Studies; Attitude Measures; Semi Structured Interviews; Observation; Documentation; High Stakes Tests; Standardized Tests + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Verantwortung; Bildungsreform; Lehrbedingungen; Unterrichtsbedingungen; Sozialer Einfluss; Socialisation; Sozialisation; Politics of education; Bildungspolitik; Neo-liberalism; Neoliberalismus; Soziale Gerechtigkeit; Curricula; Lehrplan; Rahmenplan; Bildungsrecht; Schulgesetz; Bundesrecht; Case study; Fallstudie; Case Study; Beobachtung; Dokumentation; Standadised tests; Standardisierter Test
Abstract	As the educational community continues to consider the impact of the proliferation of accountability-aimed reform on students, schools, and communities, the consequences of said reforms on teachers must be included. Results of this study indicate that even distant, broad educational policies manifest in specific and profound ways in teachers' daily, lived experiences, shaping novice teachers' identity, beliefs, and efficacy. The purpose of this paper is to critically examine the perspectives of 38 Teach for America Corps Members (CMs) to situate how the educational reform climate socializes and oppresses teachers from all layers of influence, resulting in permeated macrotransgressions, which negatively impacts teachers. While this oppressive culture poses serious threats to the teaching profession, particularly in urban contexts, we also highlight the ways in which CMs resisted the confluence of socializing forces resulting from neoliberal shifts in educational policy and reform. Implications for teachers, educational leaders, policy makers, reformers, teacher educators, and communities are considered in order to envision a reprofessionalization of teachers working in tandem with the communities they serve to (re)construct a more just society. (As Provided).
Anmerkungen	University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: http://urbanedjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01