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Issue Title
 
Vol 5, No 3 (2014) Accountable to Whom? Teacher Reflections on the Relationship Between Creativity and Standardized Testing in Ontario Abstract PDF
Catharine Dishke Hondzel
 
Vol 3, No 5 (2012) ‘Critical Thinking’ And State Mandated Testing: The Collision Of State Rhetoric And Teacher Beliefs Abstract PDF
Melissa Freeman, Sandra Mathison, Kristen Wilcox
 
Vol 7, No 2 (2016) The Evolution of Control: The Convergence of Neoliberalism and Neoconservatism in Performance Based Funding Policies Abstract PDF
Angelo Letizia
 
Vol 1, No 1 (2010) The Idiocy of Policy: The Anti-Democratic Curriculum of High-stakes Testing Abstract PDF
Wayne Au
 
Vol 6, No 1 (2015) Dominant Discourse, Educational Research, and the Hegemony of Test Scores: If You Only Have a Hammer, Every Problem Looks Like a Nail Abstract PDF
Arnold Dodge, Ruth Silverberg
 
Vol 4, No 6 (2013) Catch-22 and the Paradox of Teaching in the Age of Accountability Abstract PDF
Christopher Leahey
 
Vol 4, No 3 (2013) The Struggle for Critical Teacher Education: How Accreditation Practices Privilege Efficiency Over Criticality and Compliance over Negotiation Abstract PDF
Jean Ann Foley
 
Vol 2, No 9 (2011) A Preliminary Analysis of Atlanta’s Performance on the National Assessment of Educational Progress Abstract PDF
Lawrence C. Stedman
 
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ISSN 1920-4175 Critical Education