Personal Consequences of Compliance and Resistance to Mandated Reforms for Teachers in Low-Performing Schools

Autor/inn/en	Burke, Christopher J. F.; Adler, Martha
Titel	Personal Consequences of Compliance and Resistance to Mandated Reforms for Teachers in Low-Performing Schools
Quelle	In: Journal of Urban Learning, Teaching, and Research, 9 (2013), S.6-17 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-2077
Schlagwörter	Educational Change; Compliance (Psychology); Resistance (Psychology); Elementary School Teachers; Grade 5; Urban Teaching; Case Studies; Professional Autonomy; Professional Identity; Accountability; Caring; Culturally Relevant Education; Curriculum Development; Teaching Experience + Suchen Sie Ihr Suchwort? Bildungsreform; Resistenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 05; 5. Schuljahr; Schuljahr 05; Urban education; Stadtteilbezogenes Lernen; Case study; Fallstudie; Case Study; Berufsfreiheit; Verantwortung; Care; Pflege; Sorge; Betreuung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	This case study examines the experiences of two fifth grade teachers as they dealt with district mandates while trying to address their high-poverty urban children's learning needs. It reveals their personal struggles that led to both compliance and resistance. In this case, the act of finding the space to engage in the intellectual and creative act of redeveloping the curriculum was an act of political resistance and ultimately an act of caring. By examining the experiences of these two teachers we see again how the era of increased accountability and standardization has led to a narrowing of the curriculum and the marginalization of teachers. This increase in accountability disproportionately impacts teachers and students in urban schools. (As Provided).
Anmerkungen	AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: http://aera-ultr.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10