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Volume 111, Number 4 (2009)

by Wing-Wah Law & Ho Ming Ng
Using a general framework for multileveled and multidimensional citizenship education and with reference to Hong Kong and Shanghai, this study assesses students’ views of citizenship in a multileveled polity. Its empirical evidence suggests that citizenship and citizenship education are dynamic, context-bounded, and multileveled social constructions reinvented through the intertwined interactions of different actors in response to, and as part of, social changes, including globalization.
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by Jennifer Goldstein
This article explores a policy intended to improve the quality of teaching by improving the quality of teacher evaluation. It examines a Peer Assistance and Review (PAR) program, and specifically one aspect of the program—its oversight panel—asking how an oversight panel alters the practice of teacher evaluation. The core argument of the article is that oversight panels have the potential to fundamentally alter the transparency of the teacher evaluation process and, in turn, the nature of accountability.
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by Renée DePalma, Eugene Matusov & Mark Smith
Analyzing the discourse of eighth-grade graduates from an innovative elementary school as they transition to conventional high schools revealed distinct response patterns characterizing concurrent projects of self-actualization and institutional achievement. Our analysis suggests that a certain critical ambivalence toward credentialism and competition can be part of a healthy strategy for school success, particularly for those from marginalized groups who do not wholly buy into the (predominantly White and middle-class) historically rooted traditions of conventional schooling.
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by Anne Haas Dyson & Geneva Smitherman
The article draws on data from an ethnographic study of children’s writing in a test-monitored, basics-focused urban elementary school. Showcasing the writing of first grader Tionna, a talkative African American Language speaker and the most prolific writer in her class, and her teachers’ responses to her productions, the article analyzes the communicative disconnects that arise when teachers urge children to listen to their voices in composing written messages.
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by Jennifer A. Sandlin & M. Carolyn Clark
We explore how political master narratives impact the production of local narratives in the context of adult literacy education. Using Burke’s pentad to analyze adult literacy success stories from 1978 to 2005, we show how the shift from a liberal to a conservative political master narrative is reflected in the stories as a change of agency from the program to the individual learner, a shift that serves to undermine the purpose of the stories themselves. We argue for the creation of a counternarrative that will better serve the interests of adult literacy students by emphasizing the broader scene in which they labor—stories that foreground the structural and cultural contexts that constrain and limit possibilities for human growth.
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by Deborah Bieler & Anne Burns Thomas
This article explores how two groups of new urban teachers experienced the inquiry-based programs of support in which they participated as silencing and uncritical. It offers a distinction between the practices of false inquiry and dialectic inquiry in structures designed to support new teachers.
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by John S. Wills & Judith Haymore Sandholtz
This article analyzes the classroom instruction of an experienced teacher in an elementary school where the principal resisted a movement toward standardization and supported teachers’ autonomy and authority over curriculum and instruction amid high-stakes state-level testing in language arts and mathematics. Examining the teacher’s instructional practice in social studies, a subject not included in state testing but nevertheless impacted by state testing, we demonstrate how specific teaching dilemmas that arose in response to state testing led to a new type of professional practice that we call constrained professionalism.
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by Cynthia E. Coburn, Judith Touré & Mika Yamashita
In spite of increasing demands for school districts to use evidence in their decision making, there are few empirical studies of evidence use at the district level. This article presents findings from a longitudinal study of the role of evidence in instructional decision making in one urban district.
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