Preparation and The Real World of Education: How Prospective Teachers Grapple with Using Culturally Responsive Teaching Practices in the Age of Standardized Testing. Issue 1 (January 2020)

• Record Type: Journal Article
• Authors: Ramsay-Jordan, Natasha
• Is Part Of: International journal of educational reform. Volume 29:Issue 1(2020)
• Page Start: 3
• Page End: 24
• Publication Date: 2020-01
• Subjects: culturally responsive teaching -- standardized testing -- teacher preparation; Educational change -- Periodicals; Educational change -- United States -- Periodicals; Education and state -- Periodicals; Education and state -- United States -- Periodicals; Education, Secondary -- Periodicals; Periodicals; 379
• DOI: 10.1177/1056787919877142
• Languages: English
• ISSNs: 2631-9675

Abstract

The most highlighted provision and consequence of the reauthorization of the 1965 Elementary and Secondary Education Act (ESEA), the No Child Left Behind (NCLB) Act of 2001, is obsessive practices of assessing students across the United States (U.S.). Despite newly named policies, including Every Student Succeed Act (ESSA) of 2015, which governs current U.S. K-12 education standards, concerns over NCLB's unprecedented fixation on high stakes testing remain acute for many school districts. This manuscript examines the struggles of four preservice secondary mathematics teachers (PMTs) who grappled with enacting culturally responsive teaching practices at schools that aimed to meet accountability standards.