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ERIC Number: EJ1027011
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-1946-2077
Personal Consequences of Compliance and Resistance to Mandated Reforms for Teachers in Low-Performing Schools
Burke, Christopher J. F.; Adler, Martha
Journal of Urban Learning, Teaching, and Research, v9 p6-17 2013
This case study examines the experiences of two fifth grade teachers as they dealt with district mandates while trying to address their high-poverty urban children's learning needs. It reveals their personal struggles that led to both compliance and resistance. In this case, the act of finding the space to engage in the intellectual and creative act of redeveloping the curriculum was an act of political resistance and ultimately an act of caring. By examining the experiences of these two teachers we see again how the era of increased accountability and standardization has led to a narrowing of the curriculum and the marginalization of teachers. This increase in accountability disproportionately impacts teachers and students in urban schools.
AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Elementary Education
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A