Troubling images of teaching in No Child Left Behind

Harvard Educational Review

Volumn 76, Issue 4, 2006, Pages 668-697

  Cochran Smith, Marilyn ^a   Lytle, Susan L ^b  

^a BOSTON COLLEGE   (United States)

^b UNIVERSITY OF PENNSYLVANIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33947242478     PISSN: 00178055     EISSN: None     Source Type: Journal    
DOI: 10.17763/haer.76.4.56v8881368215714     Document Type: Review

References (91)

1. Achinstein, B., & Ogawa, R. (2006). (In)fidelity: What the resistance of new teachers reveals about professional principles and prescriptive educational policies. Harvard Educational Review, 76, 30-63.
2. Acker, S. (1996). Gender and teachers work. In M. Apple (Ed.), Review of research (Vol. 21, pp. 99-162). Washington, DC: American Educational Research Association.
3. Allington, R., & Johnston, P. (2002). Reading to learn: lessons from exemplary fourth-grade classrooms. New York: Guilford Press.
4. American Board for Certification of Teacher Excellence. (2006). American board for certification of teacher excellence website. Retrieved January 6, 2006, from http://www.abcte.org/
5. Anderson, G., & Herr, K. (1999). The new paradigm wars: Is there room for rigorous practitioner knowledge in schools and universities? Educational Researcher, 28(5), 12-21.
6. Anyon, J. (2005). Radical possibilities: Public policy, urban education, and a new social movement. New York: Routledge.
7. Apple, M. (1987). The de-skilling of teachers. In F. Bolin &J. M. Falk (Eds.), Teacher renewal: Professional issues, personal choices (pp. 59-75). New York: Teachers College Press.
8. Apple, M. (2006). Educating the "right" way: Market, standards, God, and inequality. New York: Routledge.
9. Ballenger, C. (1998). Teaching other people's children: Literacy and learning in a bilingual classroom. New York: Teachers College Press.
10. Berliner, D. C. (2006). Our impoverished view of educational research. Teachers College Record, 108, 949-995.
11. Bracey, G. (2003). April foolishness: The 20th anniversary of A Nation at Risk. Retrieved February 22, 2004, from http://www.pekintl.org/kappan/ k0304bra.htm
12. Bracey, G. (2004). Setting the record straight: Responses to misconceptions about public education in the U.S. Portsmouth, NH: Heinemann.
13. Bush, G. (2002, September 4). Remarks by the president on educational implementation. Press Release: President Highlights Progress Made in Education Reform (The East Room, the White House, Office of the Press Secretary). Retrieved May 1, 2006, from http//www.whitehouse.gov.news/releases/ 2002/09/20020904_6.html
14. Campano, G. (in press). Immigrant children and literacy: Reading, writing and remembering. New York: Teachers College Press.
15. Center on Education Policy. (2006). From the capital to the classroom: Year 4 of the No Child Left Behind Act. Washington, DC: Author.
16. Cochran-Smith, M. (2005). The new teacher education: For better or for worse? Educational Researcher, 34(6), pp. 181-206.
17. Cochran-Smith, M., & Fries, K. (2005). Researching teacher education in changing times: Paradigms and politics. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 69-110). Mahwah, NJ: Lawrence Erlbaum Associates.
18. Cochran-Smith, M., & Lytle, S. (1993). Inside/outside: Teacher research and knowledge. New York: Teachers College Press.
19. Cochran-Smith, M., & Lytle, S. (1999a). Relationship of knowledge and practice: Teacher learning in communities. In A. Iran-Nejad & C. Pearson (Eds.), Review of research in education (Vol. 24, pp. 249-306). Washington, DC: American Educational Research Association.
20. Cochran-Smith, M., & Lytle, S. (1999b). The teacher research movement: A decade later. Educational Researcher, 28(7), 15-25.
21. Cohen, D. (1995). What is the system in systemic reform? Educational Researcher, 24(9), 11-17, 31.
22. Crowe, K.J. (1993). Redefining the profession: The approach of a government policy document to teachers in Australia. Teaching and Teachers' Work, 1(2), 1-7.
23. Darling-Hammond, L. (1994). Professional development schools: Schools for a developing profession. New York: Teachers College Press.
24. Darling-Hammond, L. (2004). From "separate but equal" to "No Child Left Behind": The collision of new standards and old inequalities. In D. Meier & G. Wood (Eds.), Many children left behind: How the No Child Left Behind Act is damaging our children and our schools (pp. 3-32). Boston: Beacon Press.
25. Darling-Hammond, L., & Sclan, E. (1996). Who teaches and why. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 67-101). New York: Simon & Schuster Macmillan.
26. Darling-Hammond, L., & Sykes, G. (Eds.). (1999). Teaching as the learning profession: Handbook of policy and practice. San Francisco: Jossey-Bass.
27. Decker, P., Mayer, D., & Glazerman, S. (2004). The effects of Teach For America on students: Findings from a national evaluation (MPR reference No: m 8792-750). Princeton, NJ: Mathematica Policy Research.
28. Dudley-Marling, C. (1997). Living with uncertainty: The messy reality of classroom practice. Portsmouth, NH: Heinemann.
29. Edelsky, C. (2005). What's resisted, who's resisting, and other questions. Practitioner Inquiry Day at the Ethnography in Education Forum. Philadelphia: University of Pennsylvania. February 26, 2005.
30. Erickson, F. (2005). Arts, humanities and sciences in educational research and social engineering in federal education policy. Teachers College Record, 107, 4-9.
31. Evans, R. (2004). The social studies wars: What should we teach the children? New York: Teachers College Press.
32. Fuhrman, S., & Lazerson, M. (Eds.). (2005). The public schools. Oxford: Oxford University Press.
33. Fullan, M. (1993). Change forces: Probing the depths of educational reform. London: Falmer Press.
34. Gee, J. (1999). Reading and the new literacy studies: Reframing the national academy of sciences report on reading. Journal of Literacy Research, 31, 355-374.
35. Giroux, H. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. New York: Bergin & Garvey.
36. Hammersley, M. (2000). Evidence-based practice and the contribution of educational research. In L. Trinder & S. Reynolds (Eds.), Evidence-based practice: A critical appraisal (pp. 163-183). London: Blackwell Science.
37. Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. Maidenhead, England: Open University Press.
38. Hawley, W., & Valli, L. (1999). The essentials of effective professional development: A new consensus. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 127-150). San Francisco: Jossey-Bass.
39. Hursh, D. (2006). The crisis in urban education: Resisting neoliberal policies and forging democratic possibilities. Educational Researcher, 35(4), 19-25.
40. Ingersoll, R. (2003). Who controls teachers' work? Cambridge, MA: Harvard University Press.
41. Interview: U.S. secretary of education Margaret Spellings. (2005) Harvard Educational Review, 75, 364-382.
42. Johnson, S. M., & Project on the Next Generation of Teachers. (2004). Finders and keepers: Helping new teachers survive and thrive in our schools. San Francisco: Jossey-Bass.
43. Lagemann, E. C. (2000). An elusive science: The troubling history of education research. Chicago: University of Chicago Press.
44. Lather, P. (2004). This is your father's paradigm: Government intrusion and the case of qualitative research in education. Qualitative Inquiry, 10(1), 15-34.
45. Lieberman, A., & Miller, J. (1991). Staff development for education in the '90s. New York: Teachers College Press.
46. Linn, R. (2003). Accountability: Responsibility and reasonable expectations. Educational Researcher, 32, 3-13.
47. Lipman, P. (2003). High-stakes education: Inequality, globalization and urban school reform. New York: Falmer Press.
48. Little, J., & McLaughlin, M. (1993). Teacher's work: Individuals, colleagues, and contexts. New York: Teachers College Press.
49. Luke, A. (2004). Teaching after the market: From commodity to cosmopolitan. Teachers College Record, 106, 1422-1443.
50. Lytle, S. (2006). The literacies of teaching urban adolescents in these times. In D. Alvermann, K, Hinchman, D. Moore, S. Phelps, & D. Waff (Eds.), Reconceptualizing the literacies in adolescents' lives (pp. 257-277). Mahwah, NJ: Lawrence Erlbaum.
51. Meier, M., & Wood, G. (Eds.). (2004). Many children left behind: How the No Child Left Behind Act is damaging our children and our schools. Boston: Beacon Press.
52. National Board for Professional Teacher Standards, (n.d.). What teachers should know and be able to do. Detroit, MI: National Board for Professional Teaching Standards.
53. National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. Washington, DC: U.S. Government Printing Office.
54. National Research Council. (2000). How people learn. Washington, DC: National Academy Press.
55. Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities. New York: Teachers College Press.
56. Noffke, S. (1997). Professional, personal, and political dimensions of action research. Review of Research in Education, 22, 305-343.
57. Oakes, J. (2005). Keeping track (2nd ed.). New Haven, CT: Yale University Press.
58. Olson, L. (2004, December 8). Taking root. Education Week, pp. S1, S3, S7.
59. Online News Hour with Ray Suarez. (2005, April 7). Newsmaker, Margaret Spellings. On-line News Hour. Retrieved June 10, 2006, from http://www.pbs.org/newshour/bb/education/janjune05/spellings
60. Orfield, G., Losen, D., & Wald, J. (2004). Losing our future: How minority youth are being left behind by the graduation rate crisis. Cambridge, MA: The Civil Rights Project at Harvard University.
61. Paige, R. (2001, June 20). Remarks by the U.S. Secretary of Education at the Summit on the 21st Century Workforce. MCI Center. White House Press Release. Retrieved January 7, 2006, from http://www.whitehouse.gov/news/ releases/2001/06/20010620-1.html
62. Paige, R. (2003). Annual back to school address. National Press Club. September 24, 2003, Washington, DC. Retrieved January 7, 2006, from http://www.ed.gov/news/speeches/2003/09/09242003.html
63. Paige, R. (2004, September 24). Annual back to school address. National Press Club. Washington, DC: U.S. Department of Education. Retrieved January 7, 2006, from http://www.ed.gov/news/speeches/2004/09/ 09182004.html
64. Pear, R. (2004, February 24). Education chief calls union "terrorist," then recants. The New York Times, p. A20.
65. Poetter, T., Wegwert, J., & Haerr, C. (Eds.). (2006). No Child Left Behind and the illusion of reform: Critical essays by educators. Lanham, MD: University Press of America.
66. Popkewitz, T. (1991). A political sociology of educational reform. New York: Teachers College Press.
67. Pressley, M., Wharton-McDonald, R., Arlington, R. L., Block, C. C., Morrow, L., Tracey, D., et al. (2001). The nature of effective first-grade literacy instruction. Scientific Studies in Reading, 5, 35-58.
68. Sanders, W. (1998). Value-added assessment. The School Administrator, 11 (55), 24-27.
69. Sanders, W., & Horn, S. (1994). The Tennessee Value-Added Assessment System (TVAAS): Mixed-model methodology in educational assessment. Journal of Personnel Evaluation in Education, 8, 299-311.
70. Schemo, D. (2002, October 24). States get federal warning on school standards. The New York Times, p. 25.
71. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 51, 1-22.
72. Simon, K. (2005). Classroom deliberations. In S. Fuhrman & M. Lazerson (Eds.), The public schools (pp. 107-129). Oxford: Oxford University Press.
73. Smyth, J. (2001). Critical politics of teachers' work: An Australian perspective. New York: Peter Lang.
74. Spellings, M. (2006, April 27). Remarks at the No Child Left Behind summit: The path to 2014. Philadelphia School District Education Center. Retrieved June 10, 2006, from http://www.ed.gov/news/pressreleases/2006/04/ 04272006.html
75. State group: ESEA bills "seriously flawed." (2001, October 10). Education Week, p. 31.
76. Stenhouse, L. (1985). Research as a basis for teaching. London: Heinemann.
77. Stevens, L. P. (2003). Reading First: A critical policy analysis [Electronic version]. The Reading Teacher, 56, 662-669.
78. Sykes, G. (1999). Teacher and student learning: Strengthening their connection. In L. Darling Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 151-179). San Francisco: Jossey-Bass.
79. Symcox, L. (2002). Whose history? The struggle for national standards in American classrooms. New York: Teachers College Press.
80. Trinder, L., & Reynolds, S. (Eds.). (2000). Evidence-based practice: A critical appraisal. London: Blackwell Science.
81. U.S. Department of Education. (2002). Meeting the highly qualified teachers challenge: The secretary's annual report on teacher quality. Washington, DC: Author.
82. U.S. Department of Education. (2003). Identifying and implementing educational practices supported by rigorous evidence: A user friendly guide. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
83. U.S. Department of Education. (2004a). No Child Left Behind: A toolkit for teachers. Washington, DC: U.S. Department of Education, Office of the Deputy Secretary. Retrieved from http://www.ed.gov/news/pressreleases/2006/04/ 04272006.html
84. U.S. Department of Education. (2004b). The secretary's third annual report on teacher quality. Washington, DC: U.S. Department of Education.
85. U.S. Department of Education. (2005). The secretary's fourth annual report on teacher quality: A highly qualified teacher in every classroom. Washington, DC: U.S. Department of Education, Office of Postsecondary Education.
86. Westheimer, J., & Kahne, J. (2004). Educating the "good citizen": Political choices and pedagogical goals. Political Science and Politics, 37, 241-247.
87. What Works Clearinghouse. (2003) What works clearinghouse. Retrieved May 6, 2006, from www.w-w-c.org
88. Whitehurst, G. (2001). Evidence-based education. Retrieved September 12, 2003, from www.ed.gov
89. Whitehurst, G. (2002). Scientifically based research on teacher quality: Research on teacher preparation and professional development. Paper presented at the White House Conference on Preparing Tomorrow's Teachers, Washington, DC. Retrieved January 6, 2006, from http://www.ed.gov/admins/ tchrqual/learn/preparingteachersconference/whitehurst.html
90. Wright, S., Horn, S., & Sanders, W. (1997). Teachers and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11(1), 57-67.
91. Zeichner, K., & Conklin, H. (2005). Research on teacher education programs. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 645-736). Mahwah, NJ: Lawrence Erlbaum.