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

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Title: Personal Consequences of Compliance and Resistance to Mandated Reforms for Teachers in Low-Performing Schools
Authors: Burke, Christopher J. F., Adler, Martha
Source: Journal of Urban Learning, Teaching, and Research. 2013 9:6-17.
Availability: AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: http://aera-ultr.org
Peer Reviewed: Y
Page Count: 12
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Education Level: Grade 5
Intermediate Grades
Elementary Education
Descriptors: 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
ISSN: 1946-2077
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.
Abstractor: As Provided
Number of References: 45
Entry Date: 2014
Accession Number: EJ1027011
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Personal Consequences of Compliance and Resistance to Mandated Reforms for Teachers in Low-Performing Schools
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  Data: AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: http://aera-ultr.org
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  Data: 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.
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      – SubjectFull: Educational Change
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      – SubjectFull: Compliance (Psychology)
        Type: general
      – SubjectFull: Resistance (Psychology)
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      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Grade 5
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      – SubjectFull: Urban Teaching
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      – SubjectFull: Professional Autonomy
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      – SubjectFull: Accountability
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      – SubjectFull: Caring
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      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Curriculum Development
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      – SubjectFull: Teaching Experience
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      – TitleFull: Personal Consequences of Compliance and Resistance to Mandated Reforms for Teachers in Low-Performing Schools
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