ERIC Number: EJ942510
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 24
The Pragmatic Path and the Influence of Standardization
Baulch, Clay E.
Scholar-Practitioner Quarterly, v4 n2 p125-143 Spr 2010
Standardized accountability represents the use of numbers culled from standardized assessments and devoid of cultural or social context in an effort to "grade" a school's educational efforts. To integrate this accountability, organizations such as the Texas Education Agency (TEA) have developed a set of teachable objectives for schools to correlate to the standardized tests goals. Administrators of schools are faced with juggling the mutually exclusive ideas of vulgar number production and aesthetic education, which will be discussed shortly. The purpose of this study was to illustrate a case for the possibility of a pragmatic path. As a theoretical construct, the path does not require measurable, tangible proof. The leader on the pragmatic path would recognize that administrators struggle with the dual roles of aesthetics and standardized accountability on a daily basis. The particular problem they face is integrating the number's requirements into the human elements of education.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001