Teaching to the Test: A Discourse Analysis of Teachers’ Perceptions of Education in the Era of No Child Left Behind
Highlights teachers' perspectives regarding calls for accountability through testing and the conflict between teachers’ bodily knowledge and the type of knowledge privileged by testing.
||High-Stakes Accountability, Teachers' Perspectives, Teacher Autonomy
International Journal of Learning, Volume 13, Issue 6, pp.19-26.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 832.606KB).
Kara Moloney is nearing completion of her doctoral coursework in Literacy
Studies at the University of Nevada, Reno. Her research interests include
adolescent literacies, critical pedagogy, and discourse analysis.
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