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Teacher Learning in an Era of High-Stakes Accountability: Productive Tension and Critical Professional Practice


by Jamy Stillman - 2011


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Cite This Article as: Teachers College Record Volume 113 Number 1, 2011, p. 133-180
https://www.tcrecord.org ID Number: 15991, Date Accessed: 6/6/2020 11:32:11 AM
 
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About the Author
  • Jamy Stillman
    University of Southern California
    E-mail Author
    JAMY STILLMAN is an assistant professor of education at the University of Southern California Rossier School of Education. Her research interests include the preparation of teachers to serve historically marginalized populations and the impact of high-stakes accountability on teachers and teaching in high-needs schools. Her current research focuses on the clinical experiences of pre-service teachers who are preparing to work in high-needs urban schools and on the relationship between pre-service urban teacher preparation and in-service urban teacher practice. Her recent publications include “Taking Back the Standards for English Learners: Equity-Minded Teachers’ Responses to Accountability-Related Instructional Constraints” (The New Educator, forthcoming) and “Navigating Accountability Pressures,” a chapter coauthored with Dr. Christine Sleeter in Sleeter’s edited “Facing Accountability in Education: Democracy and Equity at Risk” (Teachers College Press, 2007).
 
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