Taking Back the Standards: Equity-Minded Teachers' Responses to Accountability-Related Instructional Constraints

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 "underper forming" schools, largely composed of Spanish-speaking...

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Bibliographic Details
Published in:The New educator 2009-06, Vol.5 (2), p.135-160
Main Author: Stillman, Jamy
Format: Article
Language:English
Subjects:
Accountability
Arts
Barriers
Case Studies
Change agents
Educational Change
English (Second Language)
Federal Legislation
Language Arts
No Child Left Behind Act 2001
Professional training
Reforms
Second Language Learning
Spanish Speaking
Student Diversity
Teacher Attitudes
Teachers
Teaching
Teaching Experience
Underachievement
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Summary: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 "underper forming" 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.
ISSN:1547-688X
1549-9243
DOI:10.1080/1547688X.2009.10399569