The DOI matches its Crossref record; 38 of the 38 references it cites were found in a registry or an index.
The Narrowing of Curriculum and Pedagogy in the Age of Accountability Urban Educators Speak Out
Abstract
Under the curricular and pedagogical impositions of scripted lessons and mandated curriculum, patterns associated nationwide with high-stakes testing, the No Child Left Behind Act of 2001, and the phenomenon known as the “narrowing of curriculum,” new teachers in New York City (NYC) find their personal and professional identity thwarted, creativity and autonomy undermined, and ability to forge relationships with students diminished—all critical factors in their expressed job satisfaction. These indirect consequences of accountability regimen as it operates in NYC may exacerbate new teacher attrition, especially from schools serving low-income students. The data reported here suggest a mixed picture of frustration and anger, alongside determination, resistance, and resilience in the face of these impositions. Responses vary by school and grade level, lending support to the notion that the organizational environment serves as a critical factor in teachers' early career decisions about staying or leaving a school or the profession.
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
Qualitative Research for Education: An Introduction to Theory and Methods
Bogdan, R., & Biklen, S. K. (1997) · Medical Entomology and Zoology · Cited by 14,874
Spillane, J. P. (2003) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737025004343 · Cited by 4,286
Saeverot, H. (2022) · Indirect Education · doi:10.4324/9781003193463-8 · Cited by 3,059
Teacher Sorting and the Plight of Urban Schools: A Descriptive Analysis
Lankford, H., Loeb, S., & Wyckoff, J. (2002) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737024001037 · Cited by 1,454
Doing Qualitative Research: Circles Within Circles
Anzul, M., Ely, M., Freidman, T., Garner, D., & McCormack-Steinmetz, A. (1991) · Medical Entomology and Zoology · Cited by 1,367
Ingersoll, R. M., & Smith, T. M. (2003) · ScholarlyCommons (University of Pennsylvania) · Cited by 1,156
No Child Left Behind Act of 2001
Zimmer, R., Hamilton, L. S., & Christina, R. (2010) · Cited by 882
Clandinin, D. J., & Connelly, F. M. (1996) · Educational Researcher · doi:10.2307/1176665 · Cited by 839
Huberman, A. M., Grounauer, M.-M., Marti, J. T., & Neufeld, J. (1994) · Medical Entomology and Zoology · Cited by 695
The Teacher Shortage: A Case of Wrong Diagnosis and Wrong Prescription
Ingersoll, R. M. (2002) · NASSP Bulletin · doi:10.1177/019263650208663103 · Cited by 585
Cited by
Confronting the Marginalization of Culturally Responsive Pedagogy
Sleeter, C. E. (2012) · Urban Education · doi:10.1177/0042085911431472 · Cited by 746
Does school context matter? Relations with teacher burnout and job satisfaction
Skaalvik, E. M., & Skaalvik, S. (2009) · Teaching and Teacher Education · doi:10.1016/j.tate.2008.12.006 · Cited by 592
Au, W. (2011) · Journal of Curriculum Studies · doi:10.1080/00220272.2010.521261 · Cited by 578
Carlson, D., Borman, G. D., & Robinson, M. (2011) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373711412765 · Cited by 249
Piper, B., Simmons Zuilkowski, S., Dubeck, M., Jepkemei, E., & King, S. J. (2018) · World Development · doi:10.1016/j.worlddev.2018.01.018 · Cited by 174
Metadata
- Authors
- Crocco, M. S., & Costigan, A. T.
- Venue
- Urban Education
- Publisher
- SAGE Publications
- Published
- 2007-11
- Volume
- 42
- Issue
- 6
- Pages
- 512-535
- ISSN
- 0042-0859 (ISSN-L)
- 1552-8340
- OpenAlex
- W2010376829
- Cited by
- 408
- References
- 38
- FWCI
- 44.96
- 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: The Narrowing of Curriculum and Pedagogy in the Age of Accountability Urban Educators Speak Out. https://app.cochat.ai/papers/10.1177/0042085907304964
- The paper
- Crocco, M. S., & Costigan, A. T. (2007). The Narrowing of Curriculum and Pedagogy in the Age of Accountability Urban Educators Speak Out. Urban Education. https://doi.org/10.1177/0042085907304964
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.
