The Narrowing of Curriculum and Pedagogy in the Age of Accountability Urban Educators Speak Out

By M. Crocco, Arthur T. Costigan. 2007

440 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/210814661c077feb3cdc8f91cd92d6b914c27f97

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In Education

Citations in the corpus

A Multistate District-Level Cluster Randomized Trial of the Impact of Data-Driven Reform on Reading and Mathematics Achievement (2011, background): “…of data-driven reform include attempts to game the system (Booher-Jennings, 2005; Heilig & DarlingHammond, 2008), a narrowing of the curriculum (Crocco & Costigan, 2007; Diamond & Cooper, 2007; Ogawa, Sandholtz, Martinez-Flores, & Scribner, 2003; Wright & Choi, 2006), and shortterm,…”
Teacher attrition in the USA: the relational elements in a Utah case study (2017, background): “They found that there was inconsistency in policy and constant change which stifled their praxis, by limiting their autonomy to try new and innovative ideas (Crocco & Costigan, 2007).”
Does Happiness Promote Career Success? Revisiting the Evidence (2018, background): “…may also be related due to the tendency of happy people to perceive themselves as having greater autonomy in the workplace (Iverson, Olekalns, & Erwin, 1998; Van Katwyk, Fox, Spector, & Kelloway, 2000), as autonomy is also positively related to job satisfaction (Crocco & Costigan, 2007).”
The relationships between school autonomy gap, principal leadership, teachers’ job satisfaction and organizational commitment (2017, background): “Most previous studies confirm the positive relationship between teacher autonomy and teacher outcomes (Crocco and Costigan, 2007; Skaalvik and Skaalvik, 2010).”
Examining Elementary Social Studies Marginalization (2014, background): “Practitioners both survive and subvert schooling institutionalization (Apple, 2004; Crocco & Costigan, 2007; Hargreaves, 1994) by exposing learners to interactive, effective pedagogy that navigates the standard course of study without falling into rote instructional practices (Grant, 2003).”
Scripted and Narrowed Curriculum Reform in Urban Schools (2013, background): “To Illuminate, Crocco and Costigan (2007) provided a compelling perspective from their study: Under the curricular and pedagogical impositions of scripted lessons and mandated curriculum, patterns associated nationwide with high-stakes testing, the No Child Left Behind Act of 2001, and the…”
A National Perspective on the Effects of High-Stakes Testing and Standardization on Elementary Social Studies Marginalization (2010, background): “…effects on the amount of social studies instructional time provided to K-5 learners, affirming findings of previous state level studies (see Crocco & Costigan, 2007; Heafner et al., 2006; Rock et al., 2006; VanFossen, 2005) and compounding issues raised by other researchers concerning the…”
Good Teaching in Difficult Times: Demoralization in the Pursuit of Good Work (2011, background): “These nonmaterial rewards have been found to be most significant in attracting and retaining teachers (Crocco and Costigan 2007; Freedman and Appleman 2008, 2009; Margolis and Deuel 2009; Ng and Peter 2010; Stotko, Ingram, and Beaty-O’Ferrall 2007).”