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Abstract

"For this Occasional Paper, we invited teachers to respond to the ways in which proliferation of standards and testing combined with their own loss of professional control is altering the landscape of American education....Our goal is to raise questions about whether and how educators are balancing the demands of high stakes testing, scripted curricula, and a focus on performance outcomes with the emotional complexity of classroom life."--The editors

Author Biography

Gail Boldt is an associate professor of education and women's studies at Penn State University. She taught elementary school in Honolulu for seven years. She is currently working on a book that examines the battles to control the definition of "child" in 20th- and 21st-century children's writing pedagogy.

Paula M. Salvio is professor of education at the University of New Hampshire. She is the author of Anne Sexton: Teacher of Weird Abundance (2007, State University of New York Press) and, with Gail M. Boldt, Love's Return: Psychoanalytic Essays on Childhood, Teaching, and Learning (2006, Routledge). Salvio teaches and writes about curriculum theory, psychoanalysis, and literacy studies. She has published widely in journals such as Cambridge Journal of Education, English Education, Journal of Teacher Education, Journal of Curriculum Theorizing, and Curriculum Inquiry.

Peter Taubman is an associate professor of education in the School of Education at Brooklyn College, where he teaches graduate courses in education and English. He is the co-founder of the Bushwick School for Social Justice, a small high school in Brooklyn, New York. His articles on curriculum, autobiography, teacher identity, classroom teaching, psychoanalysis, and the problems with standards and accountability have appeared in a range of scholarly journals. His book Teaching by Numbers: Deconstructing the Discourse of Standards and Accountability will be published by Routledge Press this spring. His the co-editor of Understanding Curriculum and is currently writing a book on psychoanalysis and teaching, to be published by SUNY Press.

 

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