Standards-based reform and its unintended consequences: Implications for science education within America's urban schools

Journal of Research in Science Teaching

Volumn 39, Issue 2, 2002, Pages 114-127

  Settlage, John ^a   Meadows, Lee ^b  

^a UNIVERSITY OF UTAH   (United States)

^b UNIVERSITY OF ALABAMA AT BIRMINGHAM   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036472282     PISSN: 00224308     EISSN: None     Source Type: Journal    
DOI: 10.1002/tea.10012     Document Type: Article

References (32)

1. Apple, M. (1996). Cultural politics and education. New York: Teachers College Press.
2. Chubb, J.E., & Moe, T.M. (1990). Politics, markets, and America's schools. Washington, DC: Brookings Institution.
3. Clandinin, D.J., & Connelly, F.M. (1998). Personal experience methods. In Denzin, N.K., & Lincoln, Y.S. (Eds.), Collecting and interpreting qualitative materials (pp. 150-178). Thousand Oaks, CA: Sage.
4. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper and Row.
5. Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York: Free Press.
6. Eliot, T.S. (1963). Murder in the cathedral. New York: Harcourt Brace Jovanovich.
7. Emerson, R.W. (1979). Nature, addresses, and lectures. Cambridge. MA: Harvard Press. (Original work published 1849)
8. Fine, M. (1992). Silencing and nurturing voice in an improbable context: Urban adolescents in public school. In Fine, M. (Ed.), Disruptive voices: The possibilities of feminist research (pp. 115-130). Ann Arbor, MI: University of Michigan Press.
9. Gabel, D.L. (Ed.) (1994). Handbook of research on science teaching and learning. Washington, DC: National Science Teachers Association.
10. Gratz, D.B. (2000). High standards for whom? Phi Delta Kappan, 81, 681-687.
11. Grant, C.A. (1994, Fall). Best practices in teacher preparation for urban schools. Action in Teacher Education, 16, 1-18.
12. Haberman, M. (1996). Selecting and preparing culturally competent teacher in urban schools. In Sikula, J., Buttery, T.J., & Guyton, E. (Eds.), Handbook of research on teacher education (2nd ed.) (pp. 747-760). New York: Macmillan.
13. Haberman, M. (1995). Selecting "star" teachers for children and youth in urban poverty. Phi Delta Kappan, 78, 499-503.
14. Hord, S.M., Rutherford, W.L., Huling-Austin, L., & Hall, G.E. (1987). Taking charge of change. Alexandria, VA: Association for Supervision and Curriculum Development.
15. Howard, G.R. (1999). We can't teach what we don't know: White teachers, multiracial schools. New York: Teachers College.
16. Kincheloe, J.L., Steinberg, S.R., Rodriguez, N.M., & Chennault. R.E. (1998). White reign: Deploying Whiteness in America. New York: St. Martin's Press.
17. Lewis, S., Baker, N.D., & Jepson, J.C. (2000). Critical trends in urban education: Fourth biennial survey of America's great city schools. Washington, DC: Council of the Great City Schools.
18. Lippman, L., Burns, S., & McArthur, E. (1996). Urban schools: The challenge of location and poverty. Washington, DC: National Center for Education Statistics.
19. Madaus, G.F. (1988). The distortion of teaching and testing: High-stakes testing and instruction. Peabody Journal of Education, 63, 29-46.
20. Meadows, L. (1997, March). Undermining learning: Students and science teaching in an urban high school. Paper presented at the annual meeting of the National Association for Research in Science Teaching. Oak Brook, IL.
21. Meadows, L., Settlage, J., & Allen, N. (1999). Camera connection. Science Teacher, 66, 32-35.
22. Merrow, J. (1999). Raising the bar: Standards and school reform. In A. Kessler., (Producer), The Merrow Report. Washington, DC: National Public Radio. (Available: http://www.pbs.org/ merrow/tmr_radio/raisebar/index.htm)
23. National Center for Education Statistics. (2000). Characteristics of the 100 largest public elementary and secondary school districts in the United States: 1998-1999. (NCES Document No. 2000-345) Washington, DC: U.S. Department of Education.
24. National Center for Education Statistics. (1998). Teacher survey on professional development and training. Washington, DC: U.S. Department of Education.
25. Ponessa, J. (1996, May 29). Urban districts pressed to find teachers survey says. Education Week, 15, 7.
26. Sacks, P. (1999). Standardized minds: The high price of America's testing culture and what we can do to change it. Cambridge, MA: Perseus.
27. Settlage, J., & Czerniak, C.M. (1997, March). Tale of two city's professors: When science education faculty return to the classroom. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Chicago, IL.
28. Settlage, J. (2000). Appraising urban children's perceptions of science: Exploring the use of photographs as a researchable data. Electronic Journal of Science Education [Online], 5. Available: http://unr.edu/homepage/crowther/ejse/ settlage.pdf
29. Urban Teacher Collaborative. (2000). The urban teacher challenge: Teacher demand and supply in the Great City Schools. Belmont, MA: Recruiting New Teachers.
30. Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany: State University of New York Press.
31. Weiner, L. (1999). Urban teaching: The essentials. New York: Teachers' College.
32. Yeo, F.L. (1997). Inner city schools, multiculturalism, and teacher education: A professional journey. New York: Garland Press.