Ambitious Teaching Within Standards-Based Settings: Lost in Translation?

• In Event: Roundtable Session 24
  In Roundtable Session: Diverse Historical Perspectives

Abstract

In this study we analyze tangible artifacts to identify, analyze and trace the mechanisms that influence how one pair of World History I co-teachers unpack the standards, make sense of policy documents and construct a curriculum designed to help struggling learners pass the end-of-year high-stakes test. We explore the trajectory of two teachers’ pedagogy from policy to practice as they negotiate institutional expectations that reveal a level of pedagogical governance in the organizing and implementation of instruction that go far beyond the individual teacher.

Authors

• Stephanie D. Van Hover, University of Virginia

• David Hicks, Virginia Polytechnic Institute and State University

• Elizabeth A. Washington, University of Florida