Accountability as a Design for Teacher Learning: Sensemaking About Mathematics and Equity in the NCLB Era

Urban Education

Volumn 53, Issue 3, 2018, Pages 382-408

  Horn, Ilana Seidel ^a  

^a VANDERBILT UNIVERSITY   (United States)

Author keywords

academic achievement; case studies; mathematics; middle school; No Child Left Behind; teacher development; urban education

Indexed keywords

EID: 85041749848     PISSN: 00420859     EISSN: 15528340     Source Type: Journal    
DOI: 10.1177/0042085916646625     Document Type: Article

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