Student Voice From a Turnaround Urban High School: An Account of Students With and Without Dis/Abilities Leading Resistance Against Accountability Reform

被引：14
作者：
Pazey, Barbara L. [1 ]
DeMatthews, David [2 ]
机构：
[1] Univ Texas Austin, Austin, TX 78712 USA
[2] Univ Texas El Paso, El Paso, TX 79968 USA
来源：
URBAN EDUCATION | 2019年 / 54卷 / 07期
关键词：
students with dis; abilities; accountability reform; student voice; dis; ability studies; identity; high school; case study; qualitative research; YOUTH; EDUCATION; IDENTITY; DISABILITY; CLOSURE; EQUITY;
D O I：
10.1177/0042085916666930
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The Every Student Succeeds Act redefines the priorities of our nation's education system. Prior to its passage, turnaround strategies advanced solutions for low-performing schools. Research literature examining how these reforms impacted the schooling experiences of students attending these schools is lacking. We present the results of a qualitative case study of a reconstituted urban school in the Southwest United States, providing the perspectives of 10 students with dis/abilities and the effects accountability reform efforts had on their high school experience. Three expressed needs and desires were identified: (a) a positive school identity, (b) stability, and (c) to be recognized and heard.
引用
收藏
页码：919 / 956
页数：38
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