東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Raising citizens or raising test sco...

Sondel, Beth.

FindBook

Google Book

Amazon

博客來

Raising citizens or raising test scores? Teach for America and "No Excuses" charter schools in post-Katrina New Orleans.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Raising citizens or raising test scores? Teach for America and "No Excuses" charter schools in post-Katrina New Orleans./
作者:	Sondel, Beth.
面頁冊數:	257 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.
Contained By:	Dissertation Abstracts International75-03A(E).
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3602464
ISBN:	9781303548253

Raising citizens or raising test scores? Teach for America and "No Excuses" charter schools in post-Katrina New Orleans.
Sondel, Beth.

Raising citizens or raising test scores? Teach for America and "No Excuses" charter schools in post-Katrina New Orleans. - 257 p.

Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2013.

This year-long multicase study employs critical theory to analyze how teachers' beliefs and practices are shaped in the context of extreme and highly political market-based reform; Teach For America (TFA) affiliated, "No Excuses" charter schools in post-Katrina New Orleans. Broadly, this research investigates the degree to which teachers accept the neoliberal ideology that undergirds these reforms, namely that; 1) education is in sole service of the economy, as opposed to the multiple other democratic functions, and 2) that through the use of market-based principles including deregulation, accountability, choice, and competition; private companies, or public institutions modeled after the private sector can remediate our allegedly broken public school system. More specifically, this research explores how teachers experience pressure to produce assessment data and how they negotiate between these pressures and what they understand as the purpose of schooling in a democratic society. Findings include descriptive and theoretical analysis of the pedagogy and curriculum and teacher ideology. In both cases, the production of standardized testing data, rather than the development of citizens, has become the purpose for teaching rather than the proxy by which to measure student learning. The pedagogy is predominated by: 1) a test-centric curriculum that narrows content to that which is covered by state standards and standardized assessments, 2) an objective-driven instruction that relies primarily on direct instruction, and 3) a pedagogy that attempts to control rather than engage students through strictly enforced systems of reward and punishment. While teachers accept this approach to varying degrees, those with critiques acquiesce due to systems of control and "ideological isolation" at the institutional level and an absence of confidence, perceived lack of autonomy, and limited exposure to alternative approaches.

ISBN: 9781303548253Subjects--Topical Terms:

1035576
Education, Leadership.

Raising citizens or raising test scores? Teach for America and "No Excuses" charter schools in post-Katrina New Orleans.
LDR:02898nam a2200289 4500 001 1966112
005 20141106123023.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303548253
035 $a (MiAaPQ)AAI3602464
035 $a AAI3602464
040 $a MiAaPQ $c MiAaPQ
100 1 $a Sondel, Beth. $3 2102899
245 1 0 $a Raising citizens or raising test scores? Teach for America and "No Excuses" charter schools in post-Katrina New Orleans.
300 $a 257 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.
500 $a Adviser: Michael W. Apple.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2013.
520 $a This year-long multicase study employs critical theory to analyze how teachers' beliefs and practices are shaped in the context of extreme and highly political market-based reform; Teach For America (TFA) affiliated, "No Excuses" charter schools in post-Katrina New Orleans. Broadly, this research investigates the degree to which teachers accept the neoliberal ideology that undergirds these reforms, namely that; 1) education is in sole service of the economy, as opposed to the multiple other democratic functions, and 2) that through the use of market-based principles including deregulation, accountability, choice, and competition; private companies, or public institutions modeled after the private sector can remediate our allegedly broken public school system. More specifically, this research explores how teachers experience pressure to produce assessment data and how they negotiate between these pressures and what they understand as the purpose of schooling in a democratic society. Findings include descriptive and theoretical analysis of the pedagogy and curriculum and teacher ideology. In both cases, the production of standardized testing data, rather than the development of citizens, has become the purpose for teaching rather than the proxy by which to measure student learning. The pedagogy is predominated by: 1) a test-centric curriculum that narrows content to that which is covered by state standards and standardized assessments, 2) an objective-driven instruction that relies primarily on direct instruction, and 3) a pedagogy that attempts to control rather than engage students through strictly enforced systems of reward and punishment. While teachers accept this approach to varying degrees, those with critiques acquiesce due to systems of control and "ideological isolation" at the institutional level and an absence of confidence, perceived lack of autonomy, and limited exposure to alternative approaches.
590 $a School code: 0262.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Policy. $3 1669130
650 4 $a American Studies. $3 1017604
690 $a 0449
690 $a 0458
690 $a 0323
710 2 $a The University of Wisconsin - Madison. $b Curriculum & Instruction. $3 2093597
773 0 $t Dissertation Abstracts International $g 75-03A(E).
790 $a 0262
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3602464