Power, identity, and the third rail

Narratives from the Classroom: An Introduction to Teaching

Volumn , Issue , 2005, Pages 65-88

  Au, Wayne ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84860522044     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4135/9781452229829.n5     Document Type: Chapter

References (57)

1. Bigelow, B., Christensen, L., Karp, S., Miner, B., & Peterson, B. (Eds.). (1994). Rethinking our classrooms (Vol. 1). Milwaukee: Rethinking Schools.
2. Maran, M. (2000). Class dismissed: A year in the life of an American high school, a glimpse into the heart of a nation. New York: St. Martin's Griffin.
3. Noguera, P. (2003). City schools and the American dream: Reclaiming the promise of public education. New York: Teachers College Press.
4. Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
5. Apple, M. W. (2000). Official knowledge: Democratic education in a conservative age (2nd ed.). New York: Routledge.
6. Bancroft, A. (1973). On the case at Berkeley High School. California Journal of Teacher Education, 1(4), 66-74.
7. Bigelow, B. (1994). Getting off the track: Stories from an untracked classroom. In B.Bigelow, L.Christensen, S.Karp, B.Miner, & B.Peterson (Eds.), Rethinking our classrooms: Teaching for equity and justice (Vol. 1, pp. 58-65). Milwaukee: Rethinking Schools.
8. Bigelow, B., Christensen, L., Karp, S., Miner, B., & Peterson, B. (Eds.). (1994). Rethinking our classrooms: Teaching for equity and justice (Vol. 1). Milwaukee: Rethinking Schools.
9. Bowles, S., & Gintis, H. (1976). Schooling in capitalist America: Educational reform and the contradictions of economic life. New York: Basic Books.
10. Brantlinger, E. (2003). Dividing classes: How the middle class negotiates and rationalizes school advantage. New York: RoutledgeFarmer.
11. Broussard, A. C., & Joseph, A. L. (1998). Tracking: A form of educational neglect?Social Work in Education, 20(2), 110.
12. Brown, P. L. (2002, October 13). Health food fails test at school in Berkeley. The New York Times, p. 22.
13. Chunn, E. W. (1987-1988). Sorting black students for success and failure: The inequality of ability grouping and tracking. The Urban League Review, 11(1, 2), 93-106.
14. Dance, J. L. (2002). Tough fronts: The impact of street culture on schooling. New York: RoutledgeFarmer.
15. Donelan, R. W., Neal, G. A., & Jones, D. L. (1994). The promise of Brown and the reality of academic grouping: The tracks of my tears. The Journal of Negro Education, 63(3), 376-387. doi:10.2307/2967188 http://dx.doi.org/10.2307/2967188
16. Evans, C. (1995). Access, equity, and intelligence: Another look at tracking. English Journal, 84(8), 63-65. doi:10.2307/821193 http://dx.doi.org/10.2307/821193
17. Freire, P. (1990). Pedagogy of the oppressed (32nd ed.). New York: Continuum.
18. Gamoran, A. (1992). Is ability grouping equitable?Educational Leadership, 11-17.
19. George, P. S. (1993). Tracking and ability grouping in the middle school: Ten tentative truths. Middle School Journal, 24(4), 17-24.
20. Glionna, J. M. (2002, September 4). Top-notch school fails to close "achievement gap"; Learning: Berkeley High tried to lift urban black and Latino pupils to the level of high-performing Asians and whites. But a sizable divide persists. The Los Angeles Times, p. 1.
21. Groves, S. (2000). A high school women's studies seminar. Women's Studies Quarterly, 28(3/4), 293.
22. Heubert, J. P. (2001). High-stakes testing and civil rights: Standards of appropriate test use and a strategy for enforcing them. In G.Orfield & M. L.Kornhaber (Eds.), Raising standards or raising barriers? Inequality and high-stakes testing in public education (pp. 175-194). New York: Century Foundation Press.
23. Honigsberg, P. J. (1995). A Barbie doll story. Phi Delta Kappan, 77(3), 252, 254, 256.
24. Horvat, E. M., & Lewis, K. S. (2003). Reassessing the "burden of 'acting white'": The importance of peer groups in managing academic success. Sociology of Education, 76(4), 265. doi:10.2307/1519866 http://dx.doi.org/10.2307/1519866
25. Hunter, R. C., & Bartee, R. (2003). The achievement gap: Issues of competition, class, and race. Education and Urban Society, 35(2), 151-160. doi:10.1177/0013124502239389 http://dx.doi.org/10.1177/0013124502239389
26. Kane, T. J., & Staiger, D. O. (2002). Volatility in school test scores: Implications for test-based accountability systems. In D.Ravitch (Ed.), Brookings papers on education policy 2002 (pp. 235-284). Washington, DC: Brookings Institution.
27. Karp, S. (2003). Let them eat tests: NCLB and federal education policy. In L.Christensen & S.Karp (Eds.), Rethinking school reform (pp. 199-213). Milwaukee: Rethinking Schools.
28. Kliebard, H. M. (1995). The struggle for the American curriculum 1893-1958 (2nd ed.). New York: Routledge.
29. Lucas, S. R. (1999). Tracking inequality: Stratification and mobility in American high schools. New York: Teachers College Press.
30. Madaus, G., & Clarke, M. (2001). The adverse impact of high-stakes testing on minority students: Evidence from one hundred years of test data. In G.Orfield & M. L.Kornhaber (Eds.), Raising standards or raising barriers? Inequality and high-stakes testing in public education (pp. 85-106). New York: Century Foundation Press.
31. Mahiri, J. (1996). African American and youth culture as a bridge to writing development (Final Report). Berkeley, CA: National Center for the Study of Writing and Literacy.
32. Manley, J. L. J. (1979). Community high school: An historical study of an arts-oriented, student centered alternative public high school. Unpublished doctoral dissertation, University of California, Berkeley.
33. Maran, M. (2000). Class dismissed: A year in the life of an American high school, a glimpse into the heart of a nation. New York: St. Martin's Griffin.
34. Maran, M. (2001, August/September). Damage control. Teacher Magazine, 13, 24.
35. Marascuilo, L. A., & Dagenais, F. (1978). Social integration and school violence in a multiracial northern high school. Berkeley, CA: Urban Education Clearinghouse.
36. McCready, L. T. (2002). Making space: Querying the marginalization of Black male students in a segregated urban high school. Unpublished doctoral dissertation, University of California, Berkeley.
37. McLaren, P. (1994). Life in schools: An introduction to critical pedagogy in the foundations of education (2nd ed.). New York: Longman.
38. McNeil, L., & Valenzuela, A. (2001). The harmful impact of the TAAS system of testing in Texas: Beneath the accountability rhetoric. In G.Orfield & M. L.Kornhaber (Eds.), Raising standards or raising barriers? Inequality and high-stakes testing in public education (pp. 127-150). New York: Century Foundation Press.
39. Neill, M., & Gayler, K. (2001). Do high-stakes graduation tests improve learning outcomes? Using state-level NAEP data to evaluate the effects of mandatory graduation tests. In G.Orfield & M. L.Kornhaber (Eds.), Raising standards or raising barriers? Inequality and high-stakes testing in public education (pp. 107-126). New York: Century Foundation Press.
40. Noguera, P. (2001). Racial politics and the elusive quest for excellence and equity in education. Education & Urban Society, 34(1), 18. doi:10.1177/0013124501341003 http://dx.doi.org/10.1177/0013124501341003
41. Noguera, P. (2003). City schools and the American dream: Reclaiming the promise of public education. New York: Teachers College Press.
42. Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
43. Oakes, J. (1994). Tracking: Why schools need to take another route. In B.Bigelow, L.Christensen, S.Karp, B.Miner, & B.Peterson (Eds.), Rethinking our classrooms: Teaching for equity and justice (Vol. 1, pp. 178-181). Milwaukee: Rethinking Schools.
44. Oakes, J. (1995). Two cities' tracking and within-school segregation. Teachers College Record, 96(4), 681.
45. Oakes, J., & Wells, A. S. (1997). Detracking: The social construction of ability, cultural politics, and resistance to reform. Teachers College Record, 98(3), 482.
46. Oakes, J., Welner, K. G., Yonezawa, S., & Allen, R. (1998). Norms and politics of equity-minded change: Researching the "zone of mediation." In M.Fullan (Ed.), International handbook of educational change. Norwell, MA: Kluwer Academic.
47. Parker, J. (2001). Language: A pernicious and powerful tool. English Journal, 91(2), 74. doi:10.2307/822349 http://dx.doi.org/10.2307/822349
48. Rose, M. (2001). I just wanna be average. In G.Colombo, R.Cullen, & B.Lisle (Eds.), Rereading America: Cultural contexts for critical thinking and writing (5th ed., pp. 162-173). New York: Bedford/St. Martin's.
49. Rosenbaum, J. E. (1976). Making inequality: The hidden curriculum of high school tracking. New York: Wiley.
50. Shor, I. (1992). Empowering education: Critical teaching for social change. Chicago: University of Chicago Press.
51. Slavin, R. E. (1990). Effects of ability grouping in secondary schools: A best-evidence synthesis. Review of Educational Research, 60, 471-499.
52. Slavin, R. E., & Braddock, J. H. (1993). Ability grouping: On the wrong track. College Board Review, 11-18.
53. Smith, K. A. (2001). Literacies, identities, and interdisciplinary curriculum. Unpublished doctoral dissertation, University of Wisconsin, Madison.
54. Spencer, M. B., Noll, E., Stoltzfus, J., & Harpalani, V. (2001). Identity and school adjustment: Revisiting the "acting white" assumption. Educational Psychologist, 36(1), 21. doi:10.1207/S15326985EP3601_3 http://dx.doi.org/10.1207/S15326985EP3601_3
55. Tatum, B. D. (1997). "Why are all the Black kids sitting together in the cafeteria?" and other conversations about race. New York: Basic Books.
56. Willis, P. (2003). Foot soldiers of modernity: The dialectics of cultural consumption and the 21st-century school. Harvard Educational Review, 72(3).
57. Zinn, H. (1995). A people's history of the United States: 1492-present (Rev. ed.). New York: Harper Perennial. (Original work published 1980).