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Peer reviewedGrant, S. G.; Derme-Insinna, Alison; Gradwell, Jill; Lauricella, Ann Marie; Pullano, Lynn; Tzetzo, Kathryn – Journal of Curriculum and Supervision, 2002
Case study of how a 10th-grade New York State global-history teacher attempts to understand one of several messages broadcast by the new state curriculum and assessment policies, namely that state policies promote ambitious teaching and learning. Finds that while the teacher altered her teaching, she did so in ways that did not comport with the…
Descriptors: Case Studies, Educational Policy, History Instruction, Secondary Education
