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ERIC Number: EJ1081711
Record Type: Journal
Publication Date: 2015
Pages: 24
Abstractor: ERIC
Reference Count: 70
ISBN: N/A
ISSN: ISSN-1071-4413
Robots Teaching Other Little Robots: Neoliberalism, CCSS, and Teacher Professionalism
Endacott, Jason L.; Wright, Ginney P.; Goering, Christian Z.; Collet, Vicki S.; Denny, George S.; Davis, Jennifer Jennings
Review of Education, Pedagogy & Cultural Studies, v37 n5 p414-437 2015
Recent quantitative research on the implementation of the Common Core State Standards (CCSS) in schools across Arkansas has discovered that teachers' perceptions of job satisfaction, agency, and professionalism are significantly affected by their school leaders' openness towards autonomy, flexibility, and opinions of teachers (Matlock et al. 2015). The purpose of this article is to expand upon these findings by drawing upon survey and interview data collected from a stratified sample of teachers in a mid-southern state to qualitatively examine the effect CCSS have on teachers' perceptions of their agency and professionalism. The authors then present a contrasting view of teachers' positive perceptions that describe circumstances of teacher autonomy and professional agency.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arkansas