Varying Teacher Expectations and Standards: Curriculum Differentiation in the Age of Standards-Based Reform


Varying Teacher Expectations and Standards: Curriculum Differentiation in the Age of Standards-Based Reform

Issue/Topic: Teaching Quality--Teacher Attitudes
Author(s): Harris, Donna
Organization(s):
Publication: Education and Urban Society
Published On: 1/18/2012

Background:
The development of academic standards in each state creates the context where common educational experiences and academic outcomes exist for all students regardless of the school they attend, the teacher they have, or the learning group placed. However, while the standards-based reform has the potential to ensure more equitable educational experiences for students, its impact can be compromised by the deficit beliefs that exist about low-income students and students of color and their families.

Purpose:
To explore whether and how teachers interpret students' social and academic differences in deficit ways when they are expected to assist students with attaining common academic standards.

Findings/Results:


Policy Implications/Recommendations:


Research Design:
Qualitative

Population/Participants/Subjects:
270 teachers and school leaders from five urban middle schools

Year data is from:
2001-2004

Setting:


Data Collection and Analysis:
interviews of 270 teacher and school leaders from five middle schools and 244 teacher survey responses from four of the five middle schools.

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