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ERIC Number: EJ1134616
Record Type: Journal
Publication Date: 2009
Pages: 17
Abstractor: As Provided
ISSN: EISSN-2159-1474
Deconstructing the NCLB Impact on the Instructional Goals and Practices of Urban School Teachers: A Case Study
Orelus, Pierre
Journal of Inquiry and Action in Education, v2 n2 p140-156 2009
With the enactment of the NCLB mandates, emphasis on high-stakes testing became more prevalent than ever. Some argue that high-stakes tests can be a driving force behind fundamental change in schools. Whether or not this type of test-driven change leads to school improvement is an empirical question. What we do know is that high-stake testing can affect teachers' disposition of and their dedication to the teaching profession if what they accomplish at school is measured only in test scores. Drawing on data collected over the course of three academic years, this case study examines the extent to which the institutional pressure resulting from NCLB affected two urban teachers' teaching practices. To this end, this study analyzes various positions and decisions taken by these teachers to determine in what way they succumbed to and/or resisted the institutional pressure of standardized tests, and the implication this has for student learning.
Buffalo State College School of Education. 1300 Elmwood Avenue Bacon Hall 306, Buffalo, NY 14214. Tel: 716-878-4214; Fax: 716-878-5301; e-mail:; 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 - Location: Massachusetts
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A