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ERIC Number: EJ1111926
Record Type: Journal
Publication Date: 2016
Pages: 33
Abstractor: As Provided
ISSN: ISSN-1570-0763
Principled Neglect and Compliance: Responses to NCLB and the CCSS at an Expeditionary Learning Middle School
Stern, Rebecca
Leadership and Policy in Schools, v15 n4 p448-480 2016
This qualitative study explored educators' sense making of and responses to No Child Left Behind and the Common Core State Standards at one urban Expeditionary Learning middle school. Sense-making theory (Spillane, Reiser, & Reimer, 2002) and inquiry as stance (Cochran-Smith & Lytle, 2009) were used as complementary conceptual frameworks to unpack and analyze teachers' and administrators' conceptions, critiques, and responses to these federal initiatives. Analysis revealed that principled neglect and principled compliance were the primary responses to these initiatives, which enabled educators at the school to maintain hands-on, authentic student-centered curriculum and instruction aligned with the Expeditionary Learning philosophy.
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 - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A