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 |
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| 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 |
| 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. |
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| ISSN: | 1946-2077 |
