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Raising citizens or raising test sco...

Sondel, Beth.

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Raising citizens or raising test scores? Teach for America and "No Excuses" charter schools in post-Katrina New Orleans.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Raising citizens or raising test scores? Teach for America and "No Excuses" charter schools in post-Katrina New Orleans./
Author:	Sondel, Beth.
Description:	257 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.
Contained By:	Dissertation Abstracts International75-03A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3602464
ISBN:	9781303548253

Raising citizens or raising test scores? Teach for America and "No Excuses" charter schools in post-Katrina New Orleans.
Sondel, Beth.

Raising citizens or raising test scores? Teach for America and "No Excuses" charter schools in post-Katrina New Orleans. - 257 p.

Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2013.

This year-long multicase study employs critical theory to analyze how teachers' beliefs and practices are shaped in the context of extreme and highly political market-based reform; Teach For America (TFA) affiliated, "No Excuses" charter schools in post-Katrina New Orleans. Broadly, this research investigates the degree to which teachers accept the neoliberal ideology that undergirds these reforms, namely that; 1) education is in sole service of the economy, as opposed to the multiple other democratic functions, and 2) that through the use of market-based principles including deregulation, accountability, choice, and competition; private companies, or public institutions modeled after the private sector can remediate our allegedly broken public school system. More specifically, this research explores how teachers experience pressure to produce assessment data and how they negotiate between these pressures and what they understand as the purpose of schooling in a democratic society. Findings include descriptive and theoretical analysis of the pedagogy and curriculum and teacher ideology. In both cases, the production of standardized testing data, rather than the development of citizens, has become the purpose for teaching rather than the proxy by which to measure student learning. The pedagogy is predominated by: 1) a test-centric curriculum that narrows content to that which is covered by state standards and standardized assessments, 2) an objective-driven instruction that relies primarily on direct instruction, and 3) a pedagogy that attempts to control rather than engage students through strictly enforced systems of reward and punishment. While teachers accept this approach to varying degrees, those with critiques acquiesce due to systems of control and "ideological isolation" at the institutional level and an absence of confidence, perceived lack of autonomy, and limited exposure to alternative approaches.

ISBN: 9781303548253Subjects--Topical Terms:

1035576
Education, Leadership.

Raising citizens or raising test scores? Teach for America and "No Excuses" charter schools in post-Katrina New Orleans.
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245 1 0 $a Raising citizens or raising test scores? Teach for America and "No Excuses" charter schools in post-Katrina New Orleans.
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500 $a Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.
500 $a Adviser: Michael W. Apple.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2013.
520 $a This year-long multicase study employs critical theory to analyze how teachers' beliefs and practices are shaped in the context of extreme and highly political market-based reform; Teach For America (TFA) affiliated, "No Excuses" charter schools in post-Katrina New Orleans. Broadly, this research investigates the degree to which teachers accept the neoliberal ideology that undergirds these reforms, namely that; 1) education is in sole service of the economy, as opposed to the multiple other democratic functions, and 2) that through the use of market-based principles including deregulation, accountability, choice, and competition; private companies, or public institutions modeled after the private sector can remediate our allegedly broken public school system. More specifically, this research explores how teachers experience pressure to produce assessment data and how they negotiate between these pressures and what they understand as the purpose of schooling in a democratic society. Findings include descriptive and theoretical analysis of the pedagogy and curriculum and teacher ideology. In both cases, the production of standardized testing data, rather than the development of citizens, has become the purpose for teaching rather than the proxy by which to measure student learning. The pedagogy is predominated by: 1) a test-centric curriculum that narrows content to that which is covered by state standards and standardized assessments, 2) an objective-driven instruction that relies primarily on direct instruction, and 3) a pedagogy that attempts to control rather than engage students through strictly enforced systems of reward and punishment. While teachers accept this approach to varying degrees, those with critiques acquiesce due to systems of control and "ideological isolation" at the institutional level and an absence of confidence, perceived lack of autonomy, and limited exposure to alternative approaches.
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