What is it about?
This manuscript examines the struggles of four preservice secondary mathematics teachers (PMTs) who grappled with enacting culturally responsive teaching practices at schools that aimed to meet accountability standards.
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Why is it important?
Despite newly named policies, including Every Student Succeed Act (ESSA) of 2015, which governs current U.S. K-12 education standards, concerns over NCLB’s unprecedented fixation on high stakes testing remain acute for many school districts.
Perspectives
I hope this article helps to shed light on why culturally responsive practices, particularly in mathematics classrooms, need to be part of the discussions about student achievement and how we hold schools accountable.
Dr. Natasha Ramsay-Jordan
University of West Georgia
Read the Original
This page is a summary of: Preparation and The Real World of Education: How Prospective Teachers Grapple with Using Culturally Responsive Teaching Practices in the Age of Standardized Testing, International Journal of Educational Reform, September 2019, SAGE Publications,
DOI: 10.1177/1056787919877142.
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