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ERIC Number: EJ1026124
Record Type: Journal
Publication Date: 2014
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1547-688X
When Teaching Interferes with Learning: Balancing Accountability with the Unique Needs of Every Child
Twombly, Susan
New Educator, v10 n1 p44-52 2014
This article highlights the practices of administrators and master teachers who are trying to balance the needs for accountability, prescribed curriculum, and learning standards with a broader view of education that gives equal importance to skills not so easily quantified by standardized tests. The author makes a case for the use of careful observation of children, and documentation and analysis of project-based activities as a way to create a more complete picture of a child's skills while at the same time, supporting the innate desire to learn with which all children start life.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A