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Direct linkStillman, Jamy – Teachers College Record, 2011
Background/Context: With the installation of No Child Left Behind, teachers, particularly those who serve marginalized students, have increasingly been told what and how to teach. Previous research demonstrates that teachers can act as mediators between policy and practice, even within coercive environments such as those generated by high-stakes…
Descriptors: Grounded Theory, Socialization, Federal Legislation, Language Arts
Caban-Vazquez, Vilma – ProQuest LLC, 2010
The No Child Left Behind education act mandates that school districts develop supplemental educational service programs for students not demonstrating mathematical proficiency on state standardized math assessments. Yet there is limited understanding of issues related to supplemental educational service math programs. The purpose of this…
Descriptors: Grounded Theory, Educational Strategies, Federal Legislation, Economically Disadvantaged
