NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ940136
Record Type: Journal
Publication Date: 2011-Sep
Pages: 12
Abstractor: As Provided
Reference Count: 31
ISSN: ISSN-0360-9170
Post-Scripts: Teaching Reading in the Aftermath of Prescriptive Curriculum Policies
Maniates, Helen; Mahiri, Jabari
Language Arts, v89 n1 p10-21 Sep 2011
NCLB and Reading First are negotiated in implementing beginning reading instruction. The article describes and analyzes how two critical conditions for creating opportunity--access to qualified teachers and rigorous academic curriculum--are met by examining the enactment and adaptation of a prescriptive core reading program disproportionately targeted at "low-performing" schools. Although prescriptive curricula attempt to ensure achievement, classroom implementation is mediated by teachers exercising professional prerogative. The quality of these mediations is determined by a teacher's expertise in negotiating the tensions between fidelity of implementation and adaptation to local context. Through extensive classroom observations and teacher interviews, this case study illuminates fundamental issues of teacher quality as they are realized by an experienced teacher.
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 3
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001