Scripted and Narrowed Curriculum Reform in Urban Schools

Apple M. W. (1986). Teachers and texts: A political economy of class and gender relations in education. New York, NY: Routledge.

Au W. (2011). Teaching under the new Taylorism: High-stakes testing and the standardization of the 21st century curriculum. Journal of Curriculum Studies, 43(1), 25-45.

Banks J. A. (2003). Teaching literacy for social justice and global citizenship. Language Arts, 81(1), 18-19.

Cawelti G. (2006). The side effects of NCLB. Educational Leadership, 64(3), 64-68.

Crocco M. S. Costigan A. T. (2007). The narrowing of curriculum and pedagogy in the age of accountability: Urban educators speak out. Urban Education, 42, 512-535.

Darling-Hammond L. (1994). Who will speak for our children? How “Teach for America” hurts urban schools and students. Phi Delta Kappan, 76(1), 21-34.

Darling-Hammond L. (2010). The flat world and education. New York: Teachers College Press.

Ede A. (2006). Scripted curriculum: Is it a prescription for success? Childhood Education, 83(1), 29-32.

Jerald C. D. (2006). The hidden costs of curriculum narrowing. Washington, DC The Center for Comprehensive School Reform and Improvement. Retrieved from http://www.centerforcsri.org/files/CenterIssueBriefAug06.pdf

King K. V. Zucker S. (2005). Curriculum narrowing. San Antonio: Pearson Education.

Mathis W. (2012). Research-based options for education policymaking. Boulder, CO: National Education Policy Center. Retrieved from http://nepc.colorado.edu/files/pb-options-2-commcore-final.pdf

McCutcheon G. (2002). Developing the curriculum: Solo and group deliberation. Troy, NY: Educators’ Press International.

Milner H. R. (2010a). Start where you are but don’t stay there: Understanding diversity, opportunity gaps, and teaching in today’s classrooms. Cambridge, MA: Harvard Education Press.

Milner H. R. (2010b). What does teacher education have to do with teaching? Implications for diversity studies. Journal of Teacher Education, 60(1/2), 118-131.

Secada W. G. (1989). Agenda setting, enlightened self-interest, and equity in mathematics education. Peabody Journal of Education, 66(2), 22-56.

Shulman L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 19(2), 4-14.

Sleeter C. E. (2001). Preparing teachers for culturally diverse schools. Research and the overwhelming presence of Whiteness. Journal of Teacher Education, 52(2), 94-106.

Smagorinsky P. Lakly A. Johnson T. S. (2002). Acquiescence, accommodation, and resistance in learning to teach within a prescribed curriculum. English Education, 34, 187-211.

Srikantaiah D. (2009). How state and federal accountability policies have influenced curriculum and instruction in three states: Common findings from Rhode Island, Illinois, and Washington. Washington DC: Center on Education Policy. Retrieved from http://www.cepdc.org/displayDocument.cfm?DocumentID=217

Tate W. F. (2008). Geography of opportunity: Poverty, place, and educational outcomes. Educational Researcher, 37, 397-411.

Vasquez Heilig J. Jez S. J . (2010). Teach for America: A review of the evidence. Boulder, CO: Education and the Public Interest Center & Education Policy Research Unit. Retrieved from http://epicpolicy.org/publication/teach-for-america

Zeichner K. (2006). Reflections of a university-based teacher educator on the future of college-and university-based teacher education. Journal of Teacher Education, 57, 326-340.