Careful journaling spanning ten years of classroom work in elementary and middle school grades was the data used in the research. Utilizing journals and various forms of correspondence and note-taking, this investigation demonstrates what is required of classroom teachers and the reaction to more and more demands being made on their time with students.
The research indicated that standardized testing, data collection and the dehumanization of students and deskilling of teachers continues to grow each year exacerbated by less funding and less autonomy of the teacher in the classroom.
Key Words: Praxis, critical pedagogy, conscientization, critical theory, Common Core, No Child Left Behind, standardized testing, high stakes testing, deskilling, ESOL, ESL, autoethnography, Freire, hope, poverty, racism.
|Advisor:||Shapiro, H. Svi|
|Commitee:||Hamilton, William, Hudak, Glenn, Shapiro, H. Svi, Villaverde, Leila|
|School:||The University of North Carolina at Greensboro|
|Department:||School of Education: Educational Leadership and Cultural Foundations|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 75/05(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education, Curriculum development|
|Keywords:||Autoethnography, Common core, Critical pedagogy, Freire, High stakes testing, Standardized testing|
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