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Full-Text Articles in Education
High School Teachers' Perceptions Of Social Studies In The Context Of Accountability, Kristina M. Kelleher-Bianchi
High School Teachers' Perceptions Of Social Studies In The Context Of Accountability, Kristina M. Kelleher-Bianchi
Graduate Doctoral Dissertations
The purpose of this qualitative study was to describe urban public high school social studies teachers’ perceptions of social studies curriculum narrowing and its influence on their professional identity within the context of Massachusetts’ school accountability policies. This study gave nuance to larger quantitative studies by allowing policy and school leaders to hear directly from teachers who mediate the influence of accountability policies on students. It examined these questions: What were public school teachers’ understandings of the influence of testing pressure in their school? What were high school teachers’ experiences with social studies curriculum narrowing? How did teachers perceive their …
Humanization Is Liberation: ‘Emorational Morality’ In The Mitigation Of Inequitable, Dehumanizing, Domestic Educational Policies, Nirel Jonesmitchell
Humanization Is Liberation: ‘Emorational Morality’ In The Mitigation Of Inequitable, Dehumanizing, Domestic Educational Policies, Nirel Jonesmitchell
CMC Senior Theses
Top researchers in the field of critical pedagogy signify that humanization--the process of understanding and connecting with the humanity of another individual—literally liberates the brain from fear. This allows for student creativity and higher-order thinking; without cultural awareness and empathy, researchers claim, educational apartheid will persist. American notions of both teacher and student intelligences as well as ideas of ‘proper’ teacher-student relationships are contextualized by the political philosopher John Locke who delineated a capitalistic political framework based on his interpretation of human motivations: reason and the pursuit of happiness. The corresponding narrow conceptions of intellect, educational success, morality, and emotionality …
A Comparison Of A Value-Added Status Model Versus A Value-Added Growth Model For Identifying High Performing Maine Middle Schools, Ida A. Batista
A Comparison Of A Value-Added Status Model Versus A Value-Added Growth Model For Identifying High Performing Maine Middle Schools, Ida A. Batista
Muskie School Capstones and Dissertations
This study focuses on the model developed for funding purposes since it is a high stake identification and has been the consistent method used for funding purposes within the state for at least the last ten years. The purpose of this study is to explore identification of higher performing Maine middle schools (grade 6 – grade 8) using student longitudinal data in a growth model evaluating growth versus the current value-added model of identification.
Benefits Or Harms Of No Child Left Behind, Judy Block
Benefits Or Harms Of No Child Left Behind, Judy Block
Educational Policy Studies Dissertations
ABSTRACT BENEFITS OR HARMS OF NO CHILD LEFT BEHIND by Judy Block The No Child Left Behind Act of 2001 reauthorizes and extensively amends the Elementary and Secondary Education Act of 1965 and establishes control over the majority of federal programs and spending that affect public education. Embedded in the Act are various requirements that states and schools must adhere to as a condition of receiving federal education funds as well as harsh sanctions for failing to meet the requirements. No Child Left Behind notably shifts federal education policy by expanding its role into the areas of standards and assessment, …