Navigating Between a Rock and a Hard Place
Lessons from an Urban School Teacher
Bibliographic Data
| ID | 9730248 |
|---|---|
| Authors | James C Eslinger (University of Toronto, Toronto, Ontario, Canada, corresponding author) |
| Year | 2014 |
| Volume | 46 |
| Issue | 2 |
| Pages | 209-233 |
| Publication date | 2014-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124512446221 |
| OpenAlex | W2034847051 |
| Language | EN |
| Citations received | 7 |
| References cited | 35 |
The educational accountability movement in the United States under No Child Left Behind has negatively affected urban teachers because of high-stakes testing, narrowed curriculum, and scripted pedagogy. Such conditions have led to teacher stress, burnout, and attrition. Missing from the scholarly literature are the ways in which teachers work to overcome these conditions. This article offers a self-study that examines an urban elementary teacher’s journey as he navigated both within and against the structural mandates of No Child Left Behind. Using Anthony Giddens’s theory of structuration, the author elaborates on four key factors—strong teacher preparation, cultivation of caring relationships with students and families, collaboration with other teachers, and development of an informal contract with administration—that ultimately were responsible for his success and well-being
Accountability · Attrition · Burnout · Curriculum · Mathematics education · No child left behind · Pedagogy · Political science · Sociology · Work (physics · Diverse Education Studies and Reforms · Law · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies
Savage inequalities
Subtractive Schooling
Measuring Up
The Process of Education
Other People's Children
Measuring Up
Other people's children
Who Really Cares? The Disenfranchisement of African American Males in PreK-12 Schools
Blind Vision
Other People’s Children
The war on schools
Race, inequality and educational accountability
No Child Left Behind and the assault on teachers' professional practices and identities
Urban Teachers Who Quit
The Narrowing of Curriculum and Pedagogy in the Age of Accountability Urban Educators Speak Out
Optimism in the Face of Despair
Validity and Quality in Self-Study
Race, Narrative Inquiry, and Self-Study in Curriculum and Teacher Education
Morale of Teachers in High Poverty Schools
The Changing Roles of Teachers in an Era of High-Stakes Accountability
Parent Marginalization, Marginalized Parents
Playfulness, “World”-Travelling, and Loving Perception
External Conversations
Guidelines for Quality in Autobiographical Forms of Self-Study Research
Researching Teacher Education Practices
On the Threshold of a New Century
Silences as weapons
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,58 |
| Citation span | 2014 - 2021 (8) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 7 |