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ERIC Number: ED505851
Record Type: Non-Journal
Publication Date: 2009-Mar
Pages: 64
Abstractor: ERIC
Reference Count: 67
ISBN: ISBN-9-781-9321-2126-1
Classroom Life in the Age of Accountability. Occasional Paper Series 22
Boldt, Gail Masuchika, Ed.; Salvio, Paula M., Ed.; Taubman, Peter M., Ed.
Bank Street College of Education
Concerned that various reforms promising greater professional autonomy and status as well as student success are actually disempowering teachers, impoverishing intellectual life in schools, and serving as a portal for the marketization of teaching and education, editors invited teachers to respond to the ways in which the proliferation of standards and testing combined with their own loss of professional control is altering the landscape of American education. The editors' goal was to raise questions about whether and how educators are balancing the demands of high stakes testing, scripted curricula, and a focus on performance outcomes with the emotional complexity of classroom life. Selections include: (1) Squeezed, Stretched, and Stuck: Teachers Defending Play-based Learning in No-nonsense Times (Karen E. Wohlwend); (2) Invisible Ink: A Psychoanalytic Study of School Memory (Lisa Farley); (3) Imaginary Stories in School: First Steps towards Literacy (Gillian Dowley McNamee); (4) In Defense of Playfulness (Peter Nelsen); (5) Mouthy Students and the Teacher's Apple: Questions of Orality and Race in the Urban Public School (Alyssa D. Niccolini); and (6) Confounded and Compounded by Language: English Language Learner and High Stakes Testing (Elizabeth Park). (Articles are footnoted and referenced individually.)
Bank Street College of Education. 610 West 112th Street, New York, NY 10025. Tel: 212-961-3336; Tel: 212-875-4400; e-mail:; Web site:
Publication Type: Collected Works - General; Opinion Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Bank Street College of Education