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ERIC Number: EJ857405
Record Type: Journal
Publication Date: 2009-Sep
Pages: 14
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-1047-6210
Responding to Student Diversity amidst Tested Traditions and Testing Standards
Skerrett, Allison
Teaching Education, v20 n3 p277-290 Sep 2009
Using the case of a secondary English department, this article demonstrates how historical barriers to effectively educating diverse students have been reinforced by the current educational climate of curriculum standardization and high stakes accountability. Data derive from in-depth interviews of English teachers and analysis of curriculum-related documents. The article argues that educational strategies for responding to diversity should be internally developed by schools and teachers. These internal strategies should be supported by educational policy reforms that move beyond standardization and high stakes assessment by providing teachers with greater autonomy to select curriculum and inviting substantive input from schools in determining how standards are met. (Contains 1 table and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A