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Teacher Identity and Agency in School Worlds: Beyond the All-Good/All-Bad Discourse on Accountability-Explicit Curriculum Policies
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Sloan, Kris – Curriculum Inquiry, 2006
Drawing on case studies of three elementary school teachers in a diverse urban school setting in Texas, the author explores the varied ways teachers actively read accountability-related curriculum policies and then respond to these policies. Rooted in classroom observations and extensive teacher interviews, the author examines issues of teacher…
Descriptors: Elementary School Teachers, Urban Schools, Teacher Effectiveness, Teacher Attitudes