ERIC Number: EJ1019058
Record Type: Journal
Publication Date: 2014-Mar
Abstractor: As Provided
Reference Count: 57
Navigating between a Rock and a Hard Place: Lessons from an Urban School Teacher
Eslinger, James C.
Education and Urban Society, v46 n2 p209-233 Mar 2014
The educational accountability movement in the United States under No Child Left Behind has negatively affected urban teachers because of high-stakes testing, narrowed curriculum, and scripted pedagogy. Such conditions have led to teacher stress, burnout, and attrition. Missing from the scholarly literature are the ways in which teachers work to overcome these conditions. This article offers a self-study that examines an urban elementary teacher's journey as he navigated both within and against the structural mandates of No Child Left Behind. Using Anthony Giddens's theory of structuration, the author elaborates on four key factors--strong teacher preparation, cultivation of caring relationships with students and families, collaboration with other teachers, and development of an informal contract with administration--that ultimately were responsible for his success and well-being.
Descriptors: Urban Schools, Teacher Attitudes, Teaching Experience, Elementary Education, Personal Narratives, Teacher Education, Teacher Student Relationship, Parent Teacher Cooperation, Teacher Collaboration, Teacher Administrator Relationship, Educational Practices, Urban Teaching
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001