(Re)Defining Priorities: Teachers’ Perspectives on Supporting Diverse Learners Within a Flexible Curriculum in a High-stakes Testing Atmosphere
This thesis investigates how teachers navigate Common Core State Standards, high-stakes testing, and teacher evaluation while creating their own curriculum to meet the needs of culturally and linguistically diverse students. As a former teacher, I conducted a practitioner research case study of fou...
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| Language: | en_US |
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2013
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| Online Access: | http://hdl.handle.net/1807/42622 |