Keywords

Teacher culture, no zero, privatization, educational policy, middle school, high stakes accountability

Abstract

No Child Left Behind and Race to the Top are Federal educational policies that have evoked criticism from teachers and administrators. Both policies extended the federal government’s reach into local education by tying federal funds to a school’s student growth and teacher effectiveness. With an increasing emphasis on economic mechanisms such as choice and competition, teachers’ effectiveness is now determined by standardized and quantifiable measurements. These policies have created a data driven and high stakes accountability culture within each school. Teachers are finding themselves in a new balancing act of recording quantifiable yearly progress for all students while trying to work against environmental factors that are out of their control. The rising trend to utilize a “no zero” homework policy under these new pressures merits investigation into its role within teacher culture and these current tensions. The recent call for anthropology to re-enter the classroom as a cultural site allows the researcher to provide context to the fluid relationships that often lead to the reproduction of or resistance against dominant ideology. Using the case study method, this ethnography employs the critical theory framework to examine policy impact on teacher culture and gain an understanding for how and why trends such as the “no zero” homework become a part of school policy. By looking at a “school of choice” and a traditional “feeder middle school,” this thesis gives context to how the local trends illuminate larger cultural shifts

Notes

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Graduation Date

2013

Semester

Fall

Advisor

Howard, Rosalyn

Degree

Master of Arts (M.A.)

College

College of Sciences

Department

Anthropology

Degree Program

Anthropology

Format

application/pdf

Identifier

CFE0004975

URL

http://purl.fcla.edu/fcla/etd/CFE0004975

Language

English

Release Date

12-15-2016

Length of Campus-only Access

3 years

Access Status

Masters Thesis (Open Access)

Subjects

Dissertations, Academic -- Sciences, Sciences -- Dissertations, Academic

Restricted to the UCF community until 12-15-2016; it will then be open access.

Included in

Anthropology Commons

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