This case study examines how an experienced teacher’s practice and pedagogy differs across two high-accountability urban charter schools in the United States of America (USA). Drawing on semi-structured interviews and participant observations, the findings describe variances in Rebecca’s planning, use of classroom time, and curriculum flexibility, and their intersection with her negotiated autonomy. Implications attend to the situated nature of teacher quality, as well as teacher appraisal and retention.
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Joni S. Kolman (2017) studied this question.
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