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High-Stakes SchoolingWhat We Can Learn from Japan's Experiences with Testing, Accountability, and Education Reform$
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Christopher Bjork

Print publication date: 2015

Print ISBN-13: 9780226309385

Published to Chicago Scholarship Online: May 2016

DOI: 10.7208/chicago/9780226309552.001.0001

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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 17 October 2021

Responses to Change in the Middle Schools

Responses to Change in the Middle Schools

(p.102) Six Responses to Change in the Middle Schools
High-Stakes Schooling

Christopher Bjork

University of Chicago Press

Chapter six explores the ways that middle schools teachers adjusted their behavior to fit reform guidelines. Middle school employees continued to shape decisions to fit practices that had proven, over long periods of time, “consistent with the stable web of beliefs and assumptions that are part of the culture” (Stigler and Hiebert, 1999: 87). Those beliefs and assumptions were tied to the exigencies of entrance examinations rather than to ideals about children’s love for learning. Interview and observation data indicate that middle school teachers were pressed to move in one direction—but the foundation on which they operated remained stationary.

Keywords:   middle school, reform guidelines, entrance examinations, ideals, foundation, culture

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