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The Risks of Coherence


by Pamela A. Moss - 2004

Although acknowledging the potential benefits of coherence, I draw on critical and sociocultural theory to explore the risks of enhanced coherence, even when the standards, curriculum, instructional practices, and assessments through which it is enacted represent sound pedagogy.


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This article originally appeared as NSSE Yearbook Vol 103. No. 2.


Cite This Article as: Teachers College Record Volume 106 Number 14, 2004, p. 217-238
https://www.tcrecord.org ID Number: 18592, Date Accessed: 2/27/2020 4:10:58 PM

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About the Author
  • Pamela Moss
    University of Michigan
    PAMELA A. MOSS is Associate Professor, 4220 School of Education, University of Michigan, Ann Arbor, MI. Her areas of specialization are at the intersections of educational assessment, validity theory, and interpretive social science.
 
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