Success Stories from a Failing School: Teachers Living under the Shadow of NCLB

McCarthey,Sarah

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Success Stories from a Failing School: Teachers Living under the Shadow of NCLB

reviewed by Sarah McCarthey - February 09, 2009

Title: Success Stories from a Failing School: Teachers Living under the Shadow of NCLB
Author(s): Marilyn Johnston-Parsons and Melissa Wilson
Publisher: Information Age Publishing, Charlotte
ISBN: 1593117779, Pages: 184, Year: 2007
Search for book at Amazon.com

Success Stories from a Failing School is a collaborative effort by a university professor and the teachers of an elementary school situated in a large urban district. The voices of the teachers and students ring loudly and clearly from this “failing” school as the authors focus on particular students and events within the larger context of No Child Left Behind, testing, and mandated curriculum. The book is organized into thirteen chapters written by Johnston-Parsons, guidance counselors, classroom teachers and special education teachers interspersed with brief “Recess Stories” written by other teachers reflecting upon a particular event or student. The students who attend the school come from poverty with parents who earn low wages in unskilled jobs; they are: “crack babies,” children who are abused, neglected, moved from one foster home to another, children who live in battered women’s shelters, have ADHD, or a learning disability. They are also children who... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: February 09, 2009
https://www.tcrecord.org ID Number: 15565, Date Accessed: 1/21/2021 2:47:53 AM

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About the Author
Sarah McCarthey University of Illinois at Urbana-Champaign E-mail Author SARAH MCCARTHEY is Professor of language and literacy in the Department of Curriculum and Instruction at the University of Illinois at Urbana-Champaign. She is co-editor of Research in the Teaching of English (with Mark Dressman and Paul Prior). Her research interests include teachers� literacy practices within current policy contexts and students� literacy learning and identity development. Her most recent work includes: McCarthey, S. J. (2008). The impact of No Child Left Behind on teachers� writing instruction. Written Communication, 25, 462-505. McCarthey, S. J. (2008). Understanding English Language Learners� Identities from Three Perspectives. In Guofang Li (Ed.), Multicultural Families, Home Literacies, and Mainstream Schooling. Charlotte, NC: Information Age Publishing.

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