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http://hdl.handle.net/10066/612
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| Title: | Leave No Teacher Behind: A Classroom-Based Study of School Reform and Teacher Agency |
| Author(s): | Dolci, Emily |
| Advisor(s): | Davis, Rick |
| Department: | Bryn Mawr College. Dept. of Anthropology |
| 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. |
| URI: | http://hdl.handle.net/10066/612 |
| Appears in Collections: | Anthropology (Bryn Mawr)
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Files in This Item:
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Description |
Size | Format |
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| 2005DolciE.pdf | Thesis | 137Kb | Adobe PDF | View/Open |
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