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2018
Teaching Under Fire
  • ISSN: 1074-4762
  • E-ISSN: 1943-3069

Abstract

Looks at how standards in some form predominate the current landscape of education. Argues that standards pose little threat to teacher mautonomy, but that teachers should find what is useful in the standards movement and merge that into what works in the classroom. Argues that educators must join the greater debate about education.

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/content/journals/10.58680/vm19992258
1999-03-01
2024-06-22
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http://instance.metastore.ingenta.com/content/journals/10.58680/vm19992258
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  • Article Type: Research Article
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