Curricular and Pedagogical Oppression: Contradictions within the Juggernaut Accountability Trap

Autor/inn/en	Kavanagh, Kara M.; Fisher-Ari, Teresa R.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01