Raw Intelligence Does Not Help You”
Exploring Teachers’ Conceptualizations of Success at One “No-Excuses” Charter School
Bibliographic Data
| ID | 10857066 |
|---|---|
| Authors | L Trenton S Marsh (0000-0002-2769-4167, University of Central Florida, FL, USA, corresponding author) |
| Year | 2021 |
| Volume | 56 |
| Issue | 7 |
| Pages | 1106-1136 |
| Publication date | 2021-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Urban Education (JOURNAL) |
| Journal identifiers | ISSN: 0042-0859 • E-ISSN: 1552-8340 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0042085920979677 |
| OpenAlex | W3114746810 |
| Language | EN |
| Citations received | 7 |
| References cited | 52 |
This paper explores the ways in which success in school is constructed by a majority White teaching staff during day-to-day classroom practices and schoolwide policies, such as the disciplinary systems at a “no-excuses” charter school in one of the largest urban districts in the U.S. Stakeholders were assessed by interviews and observations during a year-long situated ethnography with an analysis of teachers’ dispositions and actions. As “no-excuses” public charters are proliferated across the country due to purported students’ success, it is important to understand how success in school is conceptualized and measured by teachers
Charter · Charter school · Ethnography · Mathematics education · Pedagogy · Political science · Public relations · Situated · Sociology · Critical Race Theory in Education · Education Discipline and Inequality · Psychology · School Choice and Performance
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| Unique citing works | 7 |
|---|---|
| Citations per year | 2,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |