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Teachers' Responses to Policy Implementation: Interactions of New Accountability Policies and Culturally Relevant Pedagogy in Urban School Reform
This paper explores how new accountability policies interact with culturally relevant teaching at the classroom level. When teachers are under the constraints of accountability and student testing policies, are they able to adopt and practice culturally relevant pedagogy in their classrooms? Previous research indicates that high-stakes accountability systems connected with standardized testing are viewed as having negative effects on teachers, the teaching profession, and curriculum and instruction.
Author/Creator: Wei, Helen H.
Date Published: 04-04
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