Dissertation/Thesis Abstract

How can teachers teach for social justice within the confines of the No Child Left Behind era? An inquiry into tensions between classroom teachers and mandated curriculum and methodologies
by Self, Patti Lamb, Ph.D., The University of North Carolina at Greensboro, 2013, 196; 3609592
Abstract (Summary)

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.

Indexing (document details)
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
Publication Number: 3609592
ISBN: 978-1-303-68561-3
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