Bridwell, Sandra D

Abstract: The detrimental effects of high-stakes testing and accountability mandates are experienced disproportionately in high-poverty urban schools, which African American and Hispanic students are more likely to attend. However, the literature does not fully address how teachers experience the inequitable working and learning conditions in these contexts. A critical race theory lens was used in interviewing 12 African American teachers from urban districts in Georgia, New York, North Carolina, and Pennsylvania to privilege descriptions of their lived experiences in such schools. Teachers' views of their profession were explored using narrative analysis. Results indicated that accountability mandates and leadership support influenced teachers' perceptions regarding (a) the qualities of a good teacher, (b) colleague descriptions of their jobs, and (c) plans for the future. These findings and implications for practice, policy and future study are discussed.

总结：高风险的测试和问责制的不利影响在高贫穷城市的学校中极为明显，其中非洲裔和拉美裔学生更容易参加不成比例的经历。但是，文学不能完全解决教师如何体验到不公平的工作和学习环境。一个关键的种族理论的镜头用在面试以自己的生活经验，这类学校有特权描述。教师的意见，他们的职业是用叙事分析探讨。结果表明，问责的任务和领导的支持对于影响教师的看法（一）一个好老师的特质，（二）他们的工作的同事的描述，以及对未来的计划。文章对这些发现和实践意义，政策和未来的研究进行了讨论。

来源：Journal of Ethnographic & Qualitative Research, v7 n2 p52-63 Win 2012. 12 pp