The DOI matches its Crossref record; 79 of the 79 references it cites were found in a registry or an index.
Teaching under the new Taylorism: high‐stakes testing and the standardization of the 21 st century curriculum
Abstract
The application of the principles of scientific management within the structure, organization, and curriculum of public schools in the US became dominant during the early 1900s. Based upon research evidence from the modern day era of high‐stakes testing in US public education, the fundamental logics guiding scientific management have resurfaced 100 years later, as teachers’ classroom practises are increasingly standardized by high‐stakes testing and scripted curriculum. As such, this paper offers a critical analysis of the changes made to teaching in modern times and argues that public school teachers in the US are teaching under what might be considered the ‘New Taylorism’, where their labour is controlled vis‐à‐vis high‐stakes testing and pre‐packaged, corporate curricula aimed specifically at teaching to the tests.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Discipline and Punish: The Birth of the Prison.
Tarbet, D. W., Foucault, M., & Sheridan, A. (1978) · Eighteenth-Century Studies · doi:10.2307/2737970 · Cited by 19,200
Discipline and Punish: The Birth of the Prison.
Zukin, S., Foucault, M., & Sheridan, A. (1996) · Contemporary Sociology · doi:10.2307/2077073 · Cited by 15,361
Review of research in education
Shulman, L. S., Mowry, S., & Berliner, D. C. (1973) · F.E. Peacock eBooks · Cited by 7,754
Braverman, H. (1974) · Monthly Review · doi:10.14452/mr-026-03-1974-07_1 · Cited by 5,505
Labor and Monopoly Capital: The Degradation of Work in the Twentieth Century.
Tomich, D., & Braverman, H. (1976) · Contemporary Sociology · doi:10.2307/2063071 · Cited by 2,985
Multiliteracies: Literacy Learning and the Design of Social Futures
Trimbur, J., Cope, B., & Kalantzis, M. (2001) · College Composition and Communication · doi:10.2307/358703 · Cited by 2,447
Whitty, G., & Apple, M. W. (1982) · British Journal of Educational Studies · doi:10.2307/3121566 · Cited by 2,198
Journal of Curriculum and Supervision
(2010) · Encyclopedia of Curriculum Studies · doi:10.4135/9781412958806.n274 · Cited by 1,852
(2001) · Cited by 1,780
Apple, M. W. (1990) · Taylor & Francis eBooks · doi:10.4324/9780203241219 · Cited by 1,536
Cited by
Voogt, J., & Roblin, N. P. (2012) · Journal of Curriculum Studies · doi:10.1080/00220272.2012.668938 · Cited by 1,561
Scherrer, V., & Preckel, F. (2019) · Review of Educational Research · doi:10.3102/0034654318819127 · Cited by 251
Erss, M. (2018) · The Curriculum Journal · doi:10.1080/09585176.2018.1445514 · Cited by 99
Scripted and Narrowed Curriculum Reform in Urban Schools
Milner, H. R. (2013) · Urban Education · doi:10.1177/0042085913478022 · Cited by 89
A democratic critique of scripted curriculum
Fitz, J. A., & Nikolaidis, A. C. (2020) · Journal of Curriculum Studies · doi:10.1080/00220272.2019.1661524 · Cited by 71
Metadata
- Authors
- Au, W.
- Venue
- Journal of Curriculum Studies
- Publisher
- Informa UK Limited
- Published
- 2011-01-27
- Volume
- 43
- Issue
- 1
- Pages
- 25-45
- ISSN
- 0022-0272 (ISSN-L)
- 1366-5839
- OpenAlex
- W2102569447
- Cited by
- 578
- References
- 79
- FWCI
- 72.87
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Teaching under the new Taylorism: high‐stakes testing and the standardization of the 21 st century curriculum. https://app.cochat.ai/papers/10.1080/00220272.2010.521261
- The paper
- Au, W. (2011). Teaching under the new Taylorism: high‐stakes testing and the standardization of the 21 st century curriculum. Journal of Curriculum Studies. https://doi.org/10.1080/00220272.2010.521261
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
