Inside Our Schools: Teachers on the Failure and Future of Education Reform

Inside Our Schools: Teachers on the Failure and Future of Education Reform

by Brett Gardiner Murphy (Editor)

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In this powerful collection of personal accounts, successful and respected teachers from across the country reveal how recent education policies have played out in their schools and classrooms in negative and counterproductive ways, and offer teacher-led alternatives for providing equitable, engaging, and empowering education.
Framed by critical analyses of the major trends and policies enacted over the past fifteen years, Inside Our Schools adds to the understanding of unintended consequences of policy on classroom practice as well as the limits of current policies—which are uninformed by the actual conditions that teachers face—to improve teaching and learning. It also reveals the honest struggles of educators seeking to do the right thing for students in the face of enormous obstacles and underscores the need to inject teacher voices and perspectives in education policy making going forward.
Inside Our Schools provides valuable insights for all those who worry and wonder about the future of education reform: scholars and researchers who are contributing to the preparation of the next generation of public educators; policy makers who need a broader context of the impact of their policy decisions; parents who are trying to understand what is best for their children; and current educators who want to hear, learn, and reflect on the perspectives of peers from across the country.

Product Details

ISBN-13: 9781682530429
Publisher: Harvard Education Press
Publication date: 05/16/2017
Edition description: New Edition
Pages: 296
Product dimensions: 6.00(w) x 8.90(h) x 0.70(d)

About the Author

Brett Gardiner Murphy is the director of strategic projects at the Posse Foundation and a former New York City public school history teacher.

Table of Contents

Introduction 1

1 Accountability: High-Stakes Testing Takes Over 7

Snap If You Hear Me: Re-Forming an English Classroom Sarah Donovan, Chicago, Illinois 18

Nurturing Struggling Learners' Spirits in the School Testing Culture Graeham Dodd, Alexandria, Virginia 28

What Happens When Common Doesn't Address Everyone Sean McAdam, Boston, Massachusetts 34

Accept, Reject, Dismantle: The Life of a Testing Coordinator Larissa Pahomov, Philadelphia, Pennsylvania 41

Alternatives to Standardized Tests: How Performance-Based Assessments Supported a Math Team's Journey Toward AP Calculus Kari Kokka, New York, New York 48

2 Quality: Measuring a Teacher's Worth 55

Why We Teach and Run: Alternative Certification and the Two-Year Teacher E. R. Santana, New York, New York 63

Just Starting Out: Evaluating and Supporting New Teachers Jacquelynn Charles, Chicago, Illinois 70

What Professional Development Looks Like When You Trust Teachers Linda Bauld, San Francisco, California 79

Using Teacher-Led Research to Improve Instruction Aijeron Simmons, Oakland, California 84

We Are the Ones in the Classroom-Ask Us! Student Voice in Teacher Evaluations Plana Good, Boston, Massachusetts 91

3 Choice: Competition as the Path to Innovation 97

Socially Inequitable Education: Co-Locations and the Widening of the Achievement Gap Ruth Luevanos, Los Angeles, California 107

"If This Isn't the Solution, What Is?" Radha Radkar, New York, New York 111

What Choice? How Education Reform Is Crushing Our Montessori School Stephanie Schneider, Milwaukee, Wisconsin 118

Not an Oxymoron: Our Union-Led, Community-Based Charter School Brandon Ligon, Austin, Texas 123

Districts innovate Too! A Teacher-Led STEM School Offers a New Model Virginia Rhodes, Cincinnati, Ohio 128

4 Failure: When Schools Don't Pass the Test 135

On Dissonance and Light: How to Tell a Story of Success or Failure K. Jennifer Oki, New York, New York 147

Under Pressure: The Unintended Consequences of Education Reform Alex Diamond, Memphis, Tennessee 156

You're It! On Being Targeted for Turnaround Megan Behrent, New York, New York 164

After the Takeover: Critical Educators Need Not Apply Timothy Bernier, Chicago, Illinois 170

From Whittier to Green leaf: A Community-Based Transformation Story Liz Sullivan, Oakland, California 179

5 Equity: From Here to Educational Justice 189

Holding on to Child-Driven Teaching in a Data-Driven World Michelle Gunderson, Chicago, Illinois 202

Preparing the Whole Student for College Ellen Baxt, New York, New York 209

This Is What Restorative justice Looks Like Anthony Bromberg, Austin, Texas 216

Rethinking Educational Equity: When "Equal" Isn't Enough Lynne Gardner-Allers, Portland, Oregon 223

What Got Left Behind: Fourth Graders Uncover Inequity and Find Their Voice John Lockhart Greta McHaney-Trice, Lansing, Michigan 230

Notes 241

Acknowledgments 273

About the Editor 275

Index 277

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