Search results for: Rennert-Ariev Peter

This study describes and analyzes the student and faculty experiences of a “performance-based” preservice teacher education program at a large comprehensive university in the mid-Atlantic region. The aim is to understand the “hidden” curricular messages within the program and the ways that these messages interacted with the intended learning outcomes.The program’s central hidden curricular message for faculty and students was that superficial demonstrations of compliance with external mandates were more important than authentic intellectual engagement.