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Abstract
This article was drawn from a qualitative study of pre-service teachers', public school teachers', and public school administrators' perceptions of the importance of specific kinds of content and methodology in an undergraduate curriculum course for pre-service teachers. The authors explained the initiatives put into action regarding standards and high-stakes testing in Florida and the subsequent effects. One of the major effects was that all three groups (pre-service teachers, teachers, and administrators) prioritized content that related to standards and high-stakes testing. More specifically, teachers' and administrators' top concern was how to ...