메뉴 건너뛰기




Volumn 21, Issue 6, 2015, Pages 720-744

From accommodation to appropriation: Teaching, identity, and authorship in a tightly coupled policy context

Author keywords

Policy; Teacher identity; Teacher participation

Indexed keywords


EID: 84931576687     PISSN: 13540602     EISSN: None     Source Type: Journal    
DOI: 10.1080/13540602.2015.1044330     Document Type: Article
Times cited : (46)

References (50)
  • 1
    • 33645768158 scopus 로고    scopus 로고
    • (In)fidelity: What the resistance of new teachers reveals about professional principles and prescriptive educational policies
    • 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.
    • (2006) Harvard Educational Review , vol.76 , pp. 30-63
    • Achinstein, B.1    Ogawa, R.2
  • 4
    • 2442422019 scopus 로고    scopus 로고
    • Beyond the politics of schools and the rhetoric of fashionable pedagogies: The significance of teacher ideology
    • E. H. Trueba & L. I. Bartolomé (Eds.). New York, NY: Rowman and Littlefield
    • Bartolomé, L. I., & Trueba, E. H. T. (2000). Beyond the politics of schools and the rhetoric of fashionable pedagogies: The significance of teacher ideology. In E. H. Trueba & L. I. Bartolomé (Eds.), Immigrant voices: In search of educational equity (pp. 277-292). New York, NY: Rowman and Littlefield.
    • (2000) Immigrant Voices: In Search of Educational Equity , pp. 277-292
    • Bartolomé, L.I.1    Trueba, E.H.T.2
  • 7
    • 0035624290 scopus 로고    scopus 로고
    • Collective sensemaking about reading: How teachers mediate reading policy in their professional communities
    • Coburn, C. E. (2001). Collective sensemaking about reading: How teachers mediate reading policy in their professional communities. Educational Evaluation and Policy Analysis, 23, 145-170.
    • (2001) Educational Evaluation and Policy Analysis , vol.23 , pp. 145-170
    • Coburn, C.E.1
  • 8
    • 3943074413 scopus 로고    scopus 로고
    • Beyond decoupling: Rethinking the relationship between the institutional environment and the classroom
    • Coburn, C. E. (2004). Beyond decoupling: Rethinking the relationship between the institutional environment and the classroom. Sociology of Education, 77, 211-244.
    • (2004) Sociology of Education , vol.77 , pp. 211-244
    • Coburn, C.E.1
  • 9
    • 33749244313 scopus 로고    scopus 로고
    • Framing the problem of reading instruction: Using frame analysis to uncover the microprocesses of policy implementation
    • Coburn, C. E. (2006). Framing the problem of reading instruction: Using frame analysis to uncover the microprocesses of policy implementation. American Educational Research Journal, 43, 343-349.
    • (2006) American Educational Research Journal , vol.43 , pp. 343-349
    • Coburn, C.E.1
  • 10
    • 0000153651 scopus 로고
    • Learning to teach against the grain
    • Cochran-Smith, M. (1991). Learning to teach against the grain. Harvard Educational Review, 61, 279-310.
    • (1991) Harvard Educational Review , vol.61 , pp. 279-310
    • Cochran-Smith, M.1
  • 11
  • 12
    • 0002779676 scopus 로고    scopus 로고
    • A cultural-historical approach to distributed cognition
    • G. Salomon (Ed.). New York, NY: Cambridge University Press
    • Cole, M., & Engeström, Y. (1997). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1-46). New York, NY: Cambridge University Press.
    • (1997) Distributed Cognitions: Psychological and Educational Considerations , pp. 1-46
    • Cole, M.1    Engeström, Y.2
  • 13
    • 73949100530 scopus 로고    scopus 로고
    • Standardizing teaching, standardizing teachers: Educational reform and the deprofessionalization of teachers in an English-only era
    • Crosland, K., & Gutiérrez, K. (2003). Standardizing teaching, standardizing teachers: Educational reform and the deprofessionalization of teachers in an English-only era. Educators for Urban Minorities, 2, 24-40.
    • (2003) Educators for Urban Minorities , vol.2 , pp. 24-40
    • Crosland, K.1    Gutiérrez, K.2
  • 15
    • 75149188619 scopus 로고    scopus 로고
    • Contexts matter: Two teachers' language arts instruction in this high-stakes era
    • Dooley, C. M., & Assaf, L. C. (2009). Contexts matter: Two teachers' language arts instruction in this high-stakes era. Journal of Literacy Research, 41, 354-391.
    • (2009) Journal of Literacy Research , vol.41 , pp. 354-391
    • Dooley, C.M.1    Assaf, L.C.2
  • 16
    • 0002131507 scopus 로고    scopus 로고
    • Activity theory and individual and social transformation
    • Y. Engestrom, R. Miettinen, & R. Punamaki (Eds.). Cambridge: Cambridge University Press
    • Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engestrom, R. Miettinen, & R. Punamaki (Eds.), Perspectives on activity theory (pp. 19-38). Cambridge: Cambridge University Press.
    • (1999) Perspectives on Activity Theory , pp. 19-38
    • Engeström, Y.1
  • 17
    • 84859328359 scopus 로고    scopus 로고
    • Uncovering paths to teaching: Teacher identity and the cultural arts of memory
    • Florio-Ruane, S., & Williams, L. G. (2008). Uncovering paths to teaching: Teacher identity and the cultural arts of memory. Teacher Education Quarterly, 35, 7-22.
    • (2008) Teacher Education Quarterly , vol.35 , pp. 7-22
    • Florio-Ruane, S.1    Williams, L.G.2
  • 19
    • 0033633171 scopus 로고    scopus 로고
    • Appropriating tools for teaching English: A theoretical framework for research on learning to teach
    • Grossman, P. L., Smagorinsky, P., & Valencia, S. (1999). Appropriating tools for teaching English: A theoretical framework for research on learning to teach. American Journal of Education, 108, 1-29.
    • (1999) American Journal of Education , vol.108 , pp. 1-29
    • Grossman, P.L.1    Smagorinsky, P.2    Valencia, S.3
  • 20
    • 76049113714 scopus 로고    scopus 로고
    • White innocence: A framework and methodology for rethinking educational discourse
    • Gutiérrez, K. (2006). White innocence: A framework and methodology for rethinking educational discourse. International Journal of Learning, 12, 1-11.
    • (2006) International Journal of Learning , vol.12 , pp. 1-11
    • Gutiérrez, K.1
  • 22
    • 85011184271 scopus 로고    scopus 로고
    • English for the children: The new literacy of the old world order, language policy and educational reform
    • Gutiérrez, K., Baquedano-López, P., & Asato, J. (2000). English for the children: The new literacy of the old world order, language policy and educational reform. Bilingual Research Journal, 24, 87-112.
    • (2000) Bilingual Research Journal , vol.24 , pp. 87-112
    • Gutiérrez, K.1    Baquedano-López, P.2    Asato, J.3
  • 25
    • 0000339948 scopus 로고
    • How do teachers manage to teach: Perspectives on problems in practice
    • Lampert, M. (1985). How do teachers manage to teach: Perspectives on problems in practice. Harvard Education Review, 55, 178-194.
    • (1985) Harvard Education Review , vol.55 , pp. 178-194
    • Lampert, M.1
  • 30
    • 77954373219 scopus 로고    scopus 로고
    • English-language learners' reading achievement: Dialectical relationships between policy and practices in meaning-making opportunities
    • Pacheco, M. (2010). English-language learners' reading achievement: Dialectical relationships between policy and practices in meaning-making opportunities. Reading Research Quarterly, 45, 292-317.
    • (2010) Reading Research Quarterly , vol.45 , pp. 292-317
    • Pacheco, M.1
  • 33
    • 78751620942 scopus 로고    scopus 로고
    • Resisting compliance: Learning to teach for social justice in a neoliberal context
    • Picower, B. (2011). Resisting compliance: Learning to teach for social justice in a neoliberal context. Teachers College Record, 113, 1105-1134.
    • (2011) Teachers College Record , vol.113 , pp. 1105-1134
    • Picower, B.1
  • 35
    • 80053893946 scopus 로고    scopus 로고
    • Good teaching in difficult times: Demoralization in the pursuit of good work
    • Santoro, D. A. (2011). Good teaching in difficult times: Demoralization in the pursuit of good work. American Journal of Education, 118(1), 1-23.
    • (2011) American Journal of Education , vol.118 , Issue.1 , pp. 1-23
    • Santoro, D.A.1
  • 37
    • 33744925422 scopus 로고    scopus 로고
    • Reform and control: An analysis of SB 2042
    • Sleeter, C. (2003). Reform and control: An analysis of SB 2042. Teacher Education Quarterly, 30, 19-30.
    • (2003) Teacher Education Quarterly , vol.30 , pp. 19-30
    • Sleeter, C.1
  • 39
    • 77950542900 scopus 로고    scopus 로고
    • Guest editors' introduction: Diversifying the teaching force
    • Sleeter, C. E., & Thao, Y. J. (2007). Guest editors' introduction: Diversifying the teaching force. Teacher Education Quarterly, 34, 3-8.
    • (2007) Teacher Education Quarterly , vol.34 , pp. 3-8
    • Sleeter, C.E.1    Thao, Y.J.2
  • 40
    • 0036005458 scopus 로고    scopus 로고
    • Local theories of teacher change: The pedagogy of district policies and programs
    • Spillane, J. P. (2002). Local theories of teacher change: The pedagogy of district policies and programs. Teachers College Record, 104, 377-420.
    • (2002) Teachers College Record , vol.104 , pp. 377-420
    • Spillane, J.P.1
  • 42
    • 0036766835 scopus 로고    scopus 로고
    • Policy implementation and cognition: Reframing and refocusing implementation research
    • Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72, 387-431.
    • (2002) Review of Educational Research , vol.72 , pp. 387-431
    • Spillane, J.P.1    Reiser, B.J.2    Reimer, T.3
  • 43
    • 79953666232 scopus 로고    scopus 로고
    • Taking back the standards": Equity-minded teachers' responses to accountability-related instructional constraints
    • Stillman, J. (2009). "Taking back the standards": Equity-minded teachers' responses to accountability-related instructional constraints. The New Educator, 5, 135-160.
    • (2009) The New Educator , vol.5 , pp. 135-160
    • Stillman, J.1
  • 44
    • 78751628976 scopus 로고    scopus 로고
    • Teacher learning in an era of high-stakes accountability: Productive tension and critical professional practice
    • Stillman, J. (2011). Teacher learning in an era of high-stakes accountability: Productive tension and critical professional practice. Teachers College Record, 113, 133-180.
    • (2011) Teachers College Record , vol.113 , pp. 133-180
    • Stillman, J.1
  • 47
    • 33846999918 scopus 로고    scopus 로고
    • Creating classroom cultures: One teacher, two lessons, and a high-stakes test
    • Valli, L., & Chambliss, M. (2007). Creating classroom cultures: One teacher, two lessons, and a high-stakes test. Anthropology & Education Quarterly, 38, 57-75.
    • (2007) Anthropology & Education Quarterly , vol.38 , pp. 57-75
    • Valli, L.1    Chambliss, M.2
  • 48
    • 0004115808 scopus 로고
    • Cambridge, MA: Harvard University Press
    • Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.
    • (1978) Mind in Society
    • Vygotsky, L.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.