The second half of the dissertation exposes moments of fissure that exist within BPS's system of accountability. Through the fissures, teacher's subjugated knowledges (Foucault) surface and provide a critique of the intended and unintended consequences of the WGE. In chapter two, I explore counter-narratives of the qofficial storyq to illuminate the intended and unintended consequences of BPS's school reform; chapter three examines disruptions in a scoring session over concerns of test validity; and chapter four exposes how teachers negotiate their judgment between disparate theories of writing. I contend that excavating teachers' subjugated knowledges serves as a potential space to reimagine current practices of school accountability and writing assessment.Using language from the districta#39;s WGE holistic scoring rubric, Josh defines both narrative and expository writing. ... writing project and an expository essay, while the minor writing assignments are used to reinforce the qualities valued in theanbsp;...
|Title||:||The Scientific Management of Writing and the Residue of Reform|
|Author||:||Eric D. Turley|
|Publisher||:||ProQuest - 2008|