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ERIC Number: ED439093
Record Type: Non-Journal
Publication Date: 2000-Feb-14
Pages: 15
Abstractor: N/A
Reference Count: N/A
When School Accountability and Preservice Teachers' Needs Conflict: Effects of Public School Testing on Teacher Education Field Experiences.
Baker, Thomas E.
This paper describes a survey of Texas teacher education programs. The programs investigated whether increased pressure on K-12 teachers to prepare students for mandated tests contributed to dissonance between higher education's expectations for field experiences and preservice students' actual experiences. A questionnaire was mailed to the directors of teacher education at 70 colleges and universities (with a 50-percent return rate). Respondents discussed whether their program had modified its curriculum or instructional practices in direct response to the Texas Assessment of Academic Skills (TAAS); whether public schools had ever declined to accept their students for field experiences because of TAAS preparation; whether students in field experiences reported restrictions on their curricular and instructional decisions because of the TAAS; and whether teacher education students expressed concerns about their ability to prepare public school learners for the TAAS. Overall, Texas public schools were not refusing to accept teacher education students for fear of damaging TAAS performance, though 21 percent did refuse them for that reason. Most respondents heard complaints from student teachers about restrictions on curricular and instructional decisions because of the TAAS. (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Texas Assessment of Academic Skills