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ERIC Number: EJ777931
Record Type: Journal
Publication Date: 2007
Pages: 24
Abstractor: Author
ISSN: ISSN-0042-0859
The Narrowing of Curriculum and Pedagogy in the Age of Accountability: Urban Educators Speak Out
Crocco, Margaret S.; Costigan, Arthur T.
Urban Education, v42 n6 p512-535 2007
Under the curricular and pedagogical impositions of scripted lessons and mandated curriculum, patterns associated nationwide with high-stakes testing, the No Child Left Behind Act of 2001, and the phenomenon known as the "narrowing of curriculum," new teachers in New York City (NYC) find their personal and professional identity thwarted, creativity and autonomy undermined, and ability to forge relationships with students diminished--all critical factors in their expressed job satisfaction. These indirect consequences of accountability regimen as it operates in NYC may exacerbate new teacher attrition, especially from schools serving low-income students. The data reported here suggest a mixed picture of frustration and anger, alongside determination, resistance, and resilience in the face of these impositions. Responses vary by school and grade level, lending support to the notion that the organizational environment serves as a critical factor in teachers' early career decisions about staying or leaving a school or the profession. (Contains 2 notes and 1 table.)
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001