Search results for: Goldstein Lisa S.
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Preservice Elementary Teachers’ Understandings of Competing Notions of Academic Achievement Coexisting in Post-NCLB Public Schools
In this article, the authors focus on the coexisting discourses of academic achievement circulating within in the participants’ teaching credential preparation experience. Analysis and interpretation of the participants’ transcripts revealed the presence of two separate, distinct discourses, both of which shared the name academic achievement. The first notion, called “academic progress”, reflects a developmental viewpoint. In this perspective, students are understood to have experienced academic achievement when they demonstrate levels of skill and knowledge more advanced than they held previously. The second notion, called “academic success”, reflects a mastery orientation. In this perspective, students are understood to be achieving academically when they master the knowledge and skills designated for their grade level at an appropriate pace.
Updated: May. 20, 2014
Preparing Preservice Teachers for Success in NCLB's Kindergartens: Learning from Experienced Teachers' Strategies for Managing Professional Relationships with Colleagues and Parents
This article presents findings from a recent qualitative study of two veteran kindergarten teachers' challenges on challenges facing kindergarten teachers as a result of No Child Left Behind (NCLB). The Findings show how teachers are managing their relationships with the first-grade teachers at their school and with their students' parents.
Updated: Sep. 04, 2008