Leave No Teacher Behind: A Classroom-Based Study of School Reform and Teacher Agency
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Title:
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Leave No Teacher Behind: A Classroom-Based Study of School Reform and Teacher Agency |
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Author:
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Dolci, Emily
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Advisor:
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Davis, Rick
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Department:
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Bryn Mawr College. Dept. of Anthropology |
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Type:
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Thesis (B.A.) |
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Running Time:
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140842 bytes104615 bytes |
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Issue Date:
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2005 |
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Abstract:
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During a time of increased public discourse on schooling amidst national and local education reforms, this research examines the effects of such changes on the role of teachers and pedagogy. With a qualitative foundation, this study examines how the national legislation of No Child Left Behind and changes implemented by the Philadelphia School Reform Commission have affected teacher agency, or one’s ability to make choices and act upon those within a given environment. Through the lens of teachers and an administrator, this classroom-based study examines how teachers are both constrained and enabled by recent reforms, and discusses the implications of such on the effectiveness of current, and development of future, reforms. |
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Subject:
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Teaching, Freedom of -- Pennsylvania -- Philadelphia
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Subject:
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Educational change -- Pennsylvania -- Philadelphia
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Subject:
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United States. No Child Left Behind Act of 2001
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Terms of Use:
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http://creativecommons.org/licenses/by-nc/3.0/us/
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Permanent URL:
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http://hdl.handle.net/10066/612
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Files in this item
Citation
Dolci, Emily.
"Leave No Teacher Behind: A Classroom-Based Study of School Reform and Teacher Agency".
2005. Available electronically from
http://hdl.handle.net/10066/612.
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