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The Impact of Standards and Accountability on Teaching and Learning in Kentucky


by Patricia J. Kannapel, Pamelia Coe, Lola Aagaard & Cynthia A. Reeves — 2001

This chapter focuses primarily on the classroom effects of KERA in the six study schools, supplemented by findings of broader studies of KERA. Two research questions are addressed: (1) How has KERA influenced curriculum, instruction, and classroom assessment? and (2) How has KERA affected student learning?


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This article originally appeared as NSSE Yearbook Vol 100, No. 2.


Cite This Article as: Teachers College Record Volume 103 Number 8, 2001, p. 242-262
http://www.tcrecord.org ID Number: 18694, Date Accessed: 7/21/2017 10:50:27 AM

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About the Author
  • Patricia Kannapel
    REL Appalachia
    E-mail Author
    PATRICIA J. KANNAPEL is an education consultant and was a co-director of the Appalachia Educational Laboratory’s study of the Kentucky Education Reform Act at the time this chapter was written.
  • Pamelia Coe
    REL Appalachia
    E-mail Author
    PAMELIA COE is an education consultant and was a co-director of the Appalachia Educational Laboratory’s study of the Kentucky Education Reform Act at the time this chapter was written.
  • Lola Aagaard
    Morehead State University
    E-mail Author
    LOLA AAGAARD is an instructor in the Department of Leadership and Secondary Education at Morehead State University.
  • Cynthia Reeves
    Council of Chief State School Officers
    E-mail Author
    CYNTHIA A. REEVES is a Senior Project Associate in the Resource Center on Educational Equity at the Council of Chief State School Officers.
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