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ERIC Number: EJ868918
Record Type: Journal
Publication Date: 2009
Pages: 26
Abstractor: As Provided
ISSN: ISSN-1547-688X
Taking back the Standards: Equity-Minded Teachers' Responses to Accountability-Related Instructional Constraints
Stillman, Jamy
New Educator, v5 n2 p135-160 2009
This article offers three case studies of teachers who have been specially prepared to serve diverse students and examines their interpretations and instantiations of No Child Left Behind (NCLB)-driven language arts reform in "underperforming" schools, largely composed of Spanish-speaking English Learners (ELs). Drawing on literature that focuses on unique barriers faced by equity-minded agents of change, teachers' experiences are examined through technical, political, and normative lenses. Findings outline teachers' efforts to "take back the standards" with a Critical Professional Practice--a stance and collection of strategies that incorporate standards-based policies with equity-oriented pedagogies. Implications for equity-minded teaching and teacher education are discussed. (Contains 1 table, 1 figure and 6 notes.)
City College of New York, The School of Education. Convent Avenue at 138th Street, New York, NY 10031. Tel: 212-650-5182; Fax: 212-650-5182; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001