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ERIC Number: EJ1168644
Record Type: Journal
Publication Date: 2018-Mar
Pages: 27
Abstractor: As Provided
ISSN: ISSN-0042-0859
Accountability as a Design for Teacher Learning: Sensemaking about Mathematics and Equity in the NCLB Era
Horn, Ilana Seidel
Urban Education, v53 n3 p382-408 Mar 2018
Using a learning design perspective on No Child Left Behind (NCLB), I examine how accountability policy shaped urban educators' instructional sensemaking. Focusing on the role of policy-rooted classifications, I examine conversations from a middle school mathematics teacher team as a "best case" because they worked diligently to comply with the NCLB. Using discourse analysis, I identify instances of "torque" in their conversations: when educators' compliance with accountability logics pulled them away from humanistic goals of education in ways that stood to exacerbate existing educational inequality. This article contributes to documentation on unintended consequences of accountability policies while identifying features that contribute to torque.
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: Middle Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: DRL1119122