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作者

来源

URBAN EDUCATION,Vol.53,Issue3,P.382-408

语言

英文

关键字

middle school; mathematics; No Child Left Behind; case studies; academic achievement; urban education; teacher development; SCHOOL MATHEMATICS; EDUCATION; URBAN; PEDAGOGY; DEPARTMENTS; ACHIEVEMENT; LEADERSHIP; STUDENTS

作者单位

[Horn, Ilana Seidel] Vanderbilt Univ, Peabody Coll, Dept Teaching & Learning, Math Educ, Nashville, TN 37203 USA. Horn, IS (reprint author), Vanderbilt Univ, Peabody Coll, Dept Teaching & Learning, Box 230 GPC,230 Appleton Pl, Nashville, TN 37203 USA. E-Mail: ilana.horn@vanderbilt.edu

摘要

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.