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Scientifically Debased Research on Learning, 1854–2006
Author(s) -
Mcdermott Ray
Publication year - 2007
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1525/aeq.2007.38.1.9
Subject(s) - managerialism , accountability , bureaucracy , field (mathematics) , sociology , educational research , state (computer science) , philosophy of education , pedagogy , mathematics education , epistemology , political science , public administration , psychology , law , higher education , computer science , politics , philosophy , mathematics , algorithm , pure mathematics
By its emphasis on arbitrary standards and misleading systems of accountability, the No Child Left Behind Act has had deleterious effects on classroom practice, teacher education, and even educational research. The new constraints on educational research, driven by a logic of randomized field tests, are part of a larger and more invidious international managerialism that subordinates individual biographies to state‐based bureaucratic control.