Education reform and policy making have captured the attention of
the American public. In a highly politicized agenda, federal and
state improvement plans have become touted national education
platforms with stiff penalties for schools and teachers who don't
'make the grade'. A system of controls is in place that has
revolutionized how we organize, present, and evaluate education.
Test-driven curriculum reflects new standards of what will be
taught and assessed at each grade level. Through all of this,
classroom teachers have been identified as the reason for our
failing schools and the focus for improved school performance.
Between 1998 and 2006, Penny Ann Armstrong interviewed over 300
classroom teachers and administrators in Minnesota, New Hampshire,
and Texas about the effects of the national reform initiatives in
their schools. This book tells their stories. Their narratives are
candid, often impassioned, and many times troubling. They describe
what is really happening as they work to accommodate federal reform
policy. These teachers describe reform efforts that may be
well-intentioned but have resulted in serious and far-reaching
consequences. They feel they have been robbed of their professional
authority in their classrooms and they feel many of the changes
they are required to assimilate are limiting their opportunities to
teach and compromising learning for students. This book brings the
reader into the classroom to see from the teachers' perspective
what is really happening in our schools today and why the current
reform efforts cannot succeed.
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