Leave No Teacher Behind: A Classroom-Based Study of School Reform and Teacher Agency

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Leave No Teacher Behind: A Classroom-Based Study of School Reform and Teacher Agency

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Title: Leave No Teacher Behind: A Classroom-Based Study of School Reform and Teacher Agency
Author: Dolci, Emily
Advisor: Davis, Rick
Department: Bryn Mawr College. Dept. of Anthropology
Type: Thesis (B.A.)
Running Time: 140842 bytes104615 bytes
Issue Date: 2005
Abstract: 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.
Subject: Teaching, Freedom of -- Pennsylvania -- Philadelphia
Subject: Educational change -- Pennsylvania -- Philadelphia
Subject: United States. No Child Left Behind Act of 2001
Terms of Use: http://creativecommons.org/licenses/by-nc/3.0/us/
Permanent URL: http://hdl.handle.net/10066/612

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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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