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ERIC Number: EJ771338
Record Type: Journal
Publication Date: 2006
Pages: 30
Abstractor: Author
Reference Count: 91
ISSN: ISSN-0017-8055
Troubling Images of Teaching in No Child Left Behind
Cochran-Smith, Marilyn; Lytle, Susan
Harvard Educational Review, v73 n4 p668-697 Win 2006
This article offers a critique of No Child Left Behind (NCLB) related to the implications for teachers in educational improvement. Through an analysis of the NCLB legislation and accompanying policy tools that support it, the authors explore three images or central common conceptions symbolic of basic attitudes and orientations about teachers and teaching that are explicit or implicit in NCLB: images of knowledge, images of teachers and teaching, and images of teacher learning. The authors argue that NCLB leaves teachers void of agency and oversimplifies the process of teacher learning and practice. Furthermore, NCLB undermines the broader democratic mission of education, narrows curriculum, and exercises both technical and moralistic control over teachers and teaching. They conclude by sketching a richer framework for teaching that embraces its myriad complexities and acknowledges teachers' agency, activism, and leadership in generating local knowledge. (Contains 4 notes.)
Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001