Testing Times: A School Case Study

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Abstract

A highly successful, innovative and creative alternative to traditional education is confronted by the demands of contemporary standardized accountability. The account here is a chronicle of the resistance of a particular school, the Durant School, to the global changes that would destroy its local ecologya school whose fight against the imposition of state standards and mandated tests has been a fight to preserve its integrity, its mission, and its autonomy.

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How to Cite
Goodson, I., & Foote, M. (2001). Testing Times: A School Case Study. Education Policy Analysis Archives, 9, 2. https://doi.org/10.14507/epaa.v9n2.2001
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Articles
Author Biographies

Ivor Goodson, University of Rochester (USA) & CARE University of East Anglia (UK)

Ivor Goodson is Co-Director of the “Change Over Time” research project. He is Professor of Education at both the University of East Anglia and the Warner Graduate School at the University of Rochester, USA. He has been Director of two research units, most recently at the University of Western Ontario where he has directed a wide range of research projects on computer education, teachers lives and careers, case histories of school and curriculum, environmental education and racial ethnocultural minority teaching. Among his books are School Subjects and Curriculum Change, The European Dimension and the School, The Making of Curriculum: Collected Essays, Studying School Subjects, Studying Teachers' Lives, Biography, Identity and Schooling, Studying Teachers' Lives and Subject Knowledge: Readings for the Study of School Subjects , The Changing Curriculum: Studies in Social Construction. His books have been translated in Spain, Sweden, Portugal, Germany and Brazil, and are forthcoming in Japan, China and Finland. He is founding editor of the Journal of Education Policy and the editor of book series for Falmer Press, the Open University Press and Teachers College Press. He is the author of "The Devil's Bargin: Educational Research and the Teacher," Education Policy Analysis Archives, 1,(3).

Martha Foote, University of Rochester (USA)

Martha Foote was a classroom teacher for ten years before becoming a PhD student in Teaching and Curriculum at the Warner Graduate School of Education and Human Development at the University of Rochester.