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Articles 1 - 11 of 11
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 …
The Teacher Accountability Debate, Diane Ravitch
The Teacher Accountability Debate, Diane Ravitch
Occasional Paper Series
The teacher accountability narrative is part of a larger effort to restructure the teaching profession by turning it into a market-based activity.This paper seeks to deconstruct the assumptions embedded in the narrative.
New State Laws Reflect The Rethinking Of Excessive Mandated Standardized Testing In America's Public Schools, Renalia Smith Dubose
New State Laws Reflect The Rethinking Of Excessive Mandated Standardized Testing In America's Public Schools, Renalia Smith Dubose
Florida A & M University Law Review
The largest standardized testing cheating scandal in American history has caused many to question the practice of excessive standardized testing in America’s public education system. In the spring of 2013, thirty-five educators in Atlanta, Georgia, including the former superintendent, principals, teachers, and testing coordinators were indicted for cheating on statewide-standardized tests. The situation in Atlanta, Fulton County, Georgia, triggered a conversation about excessive mandated standardized testing in America’s public schools and caused public outcry against the negative impact of standardized testing. As a result, new state laws are being passed throughout the United States to not only end the rapid …
Transforming Public Education: The Need For An Educational Justice Movement, Mark R. Warren
Transforming Public Education: The Need For An Educational Justice Movement, Mark R. Warren
New England Journal of Public Policy
Nearly fifteen years after the passage of No Child Left Behind, the failures of our educational system with regard to low-income children of color remain profound. Traditional reform efforts have sought improvements solely within the confines of the school system, failing to realize how deeply educational failure is part of and linked to broader structures of poverty and racism. A social movement that creates political and cultural change is necessary to transform the racial inequities in public education itself and to connect this transformational effort to a larger movement to combat poverty and racism. The seeds of a new educational …
Politics Are Crushing The Standards, Dave Powell
Politics Are Crushing The Standards, Dave Powell
Education Faculty Publications
The recent news that Oklahoma Gov. Mary Fallin signed a bill to, in the parlance of the times, "repeal and replace" the common-core standards in her state was surprising, to say the least, notwithstanding a legal challenge to the repeal filed in the Oklahoma Supreme Court by parents, teachers, and state board of education members on June 25. Before Gov. Fallin was against the standards, she supported them. [excerpt]
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.
Nclb Waivers, Misty Newcomb, Gary W. Ritter
Nclb Waivers, Misty Newcomb, Gary W. Ritter
Policy Briefs
No Child Left Behind, or the Elementary and Secondary Education Act, is long overdue for reauthorization. Speculation concerning when and how this controversial act would be reauthorized has occurred throughout the Obama administration. In a somewhat surprising move last week, President Obama unilaterally created rules for NCLB waivers. This policy brief provides a brief background, followed by a discussion on the new NCLB flexibility and how these changes could affect schools in Arkansas.
Status Of Latino Education In Massachusetts: A Report, Nicole Lavan, Miren Uriarte
Status Of Latino Education In Massachusetts: A Report, Nicole Lavan, Miren Uriarte
Gastón Institute Publications
Educational reform has brought great improvements in educational outcomes for Massachusetts students. In the past decade, achievement scores have risen for all students in Massachusetts; today the Commonwealth ranks first among all states in the overall National Assessment of Educational Progress (NAEP) scores. However, it also ranks among the five states with the widest “gap” in achievement between white and Latino students in both NAEP Math and Reading. These gaps in achievement show that the benefits are not reaching all children. Latinos especially, but also African American children, are often left behind in a state with excellent academic institutions. Examining …
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, …
The Challenge Of Inner-City Education, Lois Libby
The Challenge Of Inner-City Education, Lois Libby
Education Faculty Publications
There are two Connecticuts described in public education circles: One Connecticut includes a set of school systems that are suburban, educating primarily white and/or Asian students. The other set of Connecticut schools systems is urban, comprised primarily of students of color, and of low socio-economic status. The purpose of this chapter is to focus on the latter set of schools, provide some history of their development, look at the indicators of poor progress in more detail, review options of ameliorating the urban school systems, including assessments of state efforts so far, and offer some perspectives and conclusions.