What’s Really “At-Risk”? Interrogating How Teachers Understand Risk and Academic Achievement

• In Event: Roundtable Session 1
  In Roundtable Session: Research and Assessment in the Lives of Teachers

Abstract

One of the burning and on-going questions in the field of teacher education is how to best prepare teachers to teach all students effectively and equitably. Given this concern, one might ask: What kind of knowledge do teachers need to possess about learning and academic achievement that will make it possible for them to provide all students with an effective and equitable schooling experience? The purpose of this paper is to examine how a group of preservice and inservice teachers make meaning of the risk--a concept alternately positioned as dangerous and useful--in the context of academic achievement.

Author

• Keffrelyn D. Brown, The University of Texas - Austin