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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dc.contributor.advisor Davis, Rick en_US
dc.contributor.author Dolci, Emily en_US
dc.date.accessioned 2007-02-28T20:22:43Z
dc.date.available 2007-02-28T20:22:43Z
dc.date.issued 2005 en_US
dc.identifier.uri http://hdl.handle.net/10066/612
dc.description.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. en_US
dc.description.sponsorship Bryn Mawr College. Dept. of Anthropology en_US
dc.format.extent 140842 bytes en_US
dc.format.extent 104615 bytes
dc.format.mimetype application/pdf en_US
dc.format.mimetype text/plain
dc.language.iso en_US en_US
dc.rights.uri http://creativecommons.org/licenses/by-nc/3.0/us/
dc.subject.lcsh Teaching, Freedom of -- Pennsylvania -- Philadelphia
dc.subject.lcsh Educational change -- Pennsylvania -- Philadelphia
dc.subject.lcsh United States. No Child Left Behind Act of 2001
dc.title Leave No Teacher Behind: A Classroom-Based Study of School Reform and Teacher Agency en_US
dc.type Thesis (B.A.) en_US


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