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Civic leaders around the globe now press educators to raise the
performance of students and schools. Backed by a colorful array of
odd bedfellows - from corporate interests to advocates for the poor
- politicians seek to narrow the aims of learning, advance routine
curricular packages, and tightly align standardized tests. Why are
governments pushing to centrally regulate teaching and learning at
this historical moment? Do these accountability mechanisms succeed
in boosting student achievement? How are teachers responding to
top-down rules, incentives, and the recasting of what knowledge
counts inside school? These are the hotly contested ideological and
empirical questions asked by this volume's contributors, a rich mix
of sociologists, applied anthropologists, and education
researchers. As public schools struggle to regain public
confidence, political actors eagerly try to look strong and
forceful. But do centralized accountability policies lift the
motivation of teachers and students? Or, is this reform strategy a
brilliant political remedy - but one that makes little difference
inside the classroom.
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