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- Title
Accountability as a Design for Teacher Learning: Sensemaking About Mathematics and Equity in the NCLB Era.
- Authors
Horn, Ilana Seidel
- Abstract
Using a learning design perspective on No Child Left Behind (NCLB), I examine how accountability policy shaped urban educators’ instructional sensemaking. Focusing on the role of policy-rooted classifications, I examine conversations from a middle school mathematics teacher team as a “best case” because they worked diligently to comply with the NCLB. Using discourse analysis, I identify instances of torque in their conversations: when educators’ compliance with accountability logics pulled them away from humanistic goals of education in ways that stood to exacerbate existing educational inequality. This article contributes to documentation on unintended consequences of accountability policies while identifying features that contribute to torque.
- Subjects
UNITED States; NO Child Left Behind Act of 2001; EDUCATION policy; UNITED States education system; EDUCATORS; TEACHERS; URBAN schools
- Publication
Urban Education, 2018, Vol 53, Issue 3, p382
- ISSN
0042-0859
- Publication type
Article
- DOI
10.1177/0042085916646625