Explains that this issue is intended as a resource for anyone concerned with re-framing and taking back the educational conversation, moving toward meaningful school reform that is based in a commitment to creating conditions under which teachers can develop the kinds of complex and sophisticated professional knowledges and practices that support authentic student learning.
Boldt, G. M.
Preface: Challenging the Politics of the Teacher Accountability Movement.
Occasional Paper Series,
Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Education Policy Commons, Teacher Education and Professional Development Commons