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Weighing the Effects of Federal Educational Policy on Democracy: Reframing the Discourse on High-Stakes Accountability


by Tina Trujillo & Kenneth R Howe — 2015

Introduction to the special issue of Teachers College Record


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Cite This Article as: Teachers College Record Volume 117 Number 6, 2015, p. 1-6
http://www.tcrecord.org ID Number: 17938, Date Accessed: 12/12/2017 10:26:57 PM

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About the Author
  • Tina Trujillo
    University of California
    E-mail Author
    TINA TRUJILLO is an Assistant Professor at UC Berkeley’s Graduate School of Education. She earned her Ph.D. in Education from UCLA and her M.A. in Education from the University of Colorado, Boulder. She uses tools from political science and critical policy studies to study the political dimensions of urban district reform, the instructional and democratic consequences of high-stakes accountability policies for students of color and English Learners, and trends in urban educational leadership. Her work is published in a range of journals, including American Educational Research Journal, Journal of Educational Administration, Educational Policy, and Educational Evaluation and Policy Analysis.
  • Kenneth Howe
    University of Colorado at Boulder
    E-mail Author
    KENNETH R. HOWE is a professor in the School of Education, University of Colorado Boulder. He specializes in professional ethics, philosophy and educational research, and evaluation and policy research. Professor Howe has conducted research and published more than 70 articles and chapters on a variety of topics, ranging from the quantitative/qualitative debate to a philosophical examination of constructivism to a defense of multicultural education. His recent research has focused on educational equality and justice, exemplified by The Dominant Conception of Educational Equality: Ideal and Ideology (2014 Philosophy of Education Society presidential address) and the nature of scientific research in education, exemplified by Philosophy of Education and Other Educational Sciences (2014 Theory and Research in Education).
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