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ERIC Number: EJ1119519
Record Type: Journal
Publication Date: 2016-Dec
Pages: 24
Abstractor: As Provided
ISSN: ISSN-0013-1245
Do Teachers Need Structure or Freedom to Effectively Teach Urban Students? A Review of the Educational Debate
Margolis, Jason; Meese, Alison A.; Doring, Anne
Education and Urban Society, v48 n9 p783-806 Dec 2016
This article presents both sides of the debate as to whether urban teachers need structure or freedom, and then takes a stand on urban teaching in the current high-stakes assessment climate. First, we trace the 30-year development of American educational policy in the area of structuring teaching. Then, we present research from proponents of structuring the work of teaching, who argue that education, and particularly urban education, needs to be standardized and monitored. We then share literature from teacher freedom proponents who argue that educators need to adapt their curriculum and pedagogical approaches based on students' needs and their own professional judgment. We conclude by arguing that urban teaching needs to be structured to promote freedom, in light of recent developments in the often-ignored fields of neuroscience and neuropsychology.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act; Goals 2000; Improving Americas Schools Act 1994; No Child Left Behind Act 2001; Race to the Top
Grant or Contract Numbers: N/A