You are here

An Anthropological Case Study on the Impact of the "No Zero" Homework Policy on Teacher Culture in Two Central Florida Middle Schools

Download pdf | Full Screen View

Date Issued:
2013
Abstract/Description:
No Child Left Behind and Race to the Top are Federal educational policies that have evoked criticism from teachers and administrators. Both policies extended the federal government's reach into local education by tying federal funds to a school's student growth and teacher effectiveness. With an increasing emphasis on economic mechanisms such as choice and competition, teachers' effectiveness is now determined by standardized and quantifiable measurements. These policies have created a data driven and high stakes accountability culture within each school. Teachers are finding themselves in a new balancing act of recording quantifiable yearly progress for all students while trying to work against environmental factors that are out of their control. The rising trend to utilize a (")no zero(") homework policy under these new pressures merits investigation into its role within teacher culture and these current tensions. The recent call for anthropology to re-enter the classroom as a cultural site allows the researcher to provide context to the fluid relationships that often lead to the reproduction of or resistance against dominant ideology. Using the case study method, this ethnography employs the critical theory framework to examine policy impact on teacher culture and gain an understanding for how and why trends such as the (")no zero(") homework become a part of school policy. By looking at a (")school of choice(") and a traditional (")feeder middle school,(") this thesis gives context to how the local trends illuminate larger cultural shifts.
Title: An Anthropological Case Study on the Impact of the "No Zero" Homework Policy on Teacher Culture in Two Central Florida Middle Schools.
18 views
9 downloads
Name(s): Bolger, Mary, Author
Howard, Rosalyn, Committee Chair
Stewart, Martha, Committee Member
Matejowsky, Ty, Committee Member
, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2013
Publisher: University of Central Florida
Language(s): English
Abstract/Description: No Child Left Behind and Race to the Top are Federal educational policies that have evoked criticism from teachers and administrators. Both policies extended the federal government's reach into local education by tying federal funds to a school's student growth and teacher effectiveness. With an increasing emphasis on economic mechanisms such as choice and competition, teachers' effectiveness is now determined by standardized and quantifiable measurements. These policies have created a data driven and high stakes accountability culture within each school. Teachers are finding themselves in a new balancing act of recording quantifiable yearly progress for all students while trying to work against environmental factors that are out of their control. The rising trend to utilize a (")no zero(") homework policy under these new pressures merits investigation into its role within teacher culture and these current tensions. The recent call for anthropology to re-enter the classroom as a cultural site allows the researcher to provide context to the fluid relationships that often lead to the reproduction of or resistance against dominant ideology. Using the case study method, this ethnography employs the critical theory framework to examine policy impact on teacher culture and gain an understanding for how and why trends such as the (")no zero(") homework become a part of school policy. By looking at a (")school of choice(") and a traditional (")feeder middle school,(") this thesis gives context to how the local trends illuminate larger cultural shifts.
Identifier: CFE0004975 (IID), ucf:49596 (fedora)
Note(s): 2013-12-01
M.A.
Sciences, Anthropology
Masters
This record was generated from author submitted information.
Subject(s): teacher culture -- no zero -- privatization -- educational policy -- middle school -- high stakes accountability
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0004975
Restrictions on Access: campus 2016-12-15
Host Institution: UCF

In Collections