ERIC Number: ED531347
Record Type: Non-Journal
Publication Date: 2012
Reference Count: N/A
Using Standards and High-Stakes Testing for Students: Exploiting Power with Critical Pedagogy. Counterpoints: Studies in the Postmodern Theory of Education. Volume 425
Gorlewski, Julie A., Ed.; Porfilio, Brad J., Ed.; Gorlewski, David A., Ed.
Peter Lang New York
This book overturns the typical conception of standards, empowering educators by providing concrete examples of how top-down models of assessment can be embraced and used in ways that are consistent with critical pedagogies. Although standards, as broad frameworks for setting learning targets, are not necessarily problematic, when they are operationalized as high-stakes assessments, test-based pedagogies emerge and frequently dominate the curriculum, leaving little room for critical pedagogies. In addition, critics maintain that high-stakes assessments perpetuate current class structures by maintaining skill gaps and controlling ideology, particularly beliefs in individualism, meritocracy, and what counts as knowledge. This book offers readers a deepened awareness of how educators can alleviate the effects of standardization, especially for students in poor and working-class communities. As teachers negotiate their roles in this time of increasing regulation and standardization, it is essential to maintain and model a critical stance toward curriculum and instruction. Educators know why this approach is vital: This book illustrates how to make it happen. Contents include: (1) Foreword (Wayne Au); (2) Introduction (Julie A. Gorlewski, Brad J. Porfilio, and David A. Gorlewski); (3) Academic Labor as Alienated Labor: Resisting Standardized Testing (Joshua Garrison); (4) Teachers as Professionals: Owning Instructional Means and Negotiating Curricular Ends (Ted Purinton); (5) Speaking Empowerment to Crisis: Unmasking Accountability through Critical Discourse (P. L. Thomas); (7) Teaching through the Test: Building Life Changing Academic Achievement and Critical Capacity (Victor H. Diaz); (8) Just What Is Response to Intervention and What's It Doing in a Nice Field Like Education? A Critical Race Theory Examination of Response to Intervention (Nicholas Daniel Hartlep and Antonio L. Ellis); (9) The Yoga in Schools Movement: Using Standards for Educating the Whole Child and Making Space for Teacher Self-Care (Andrea Hyde); (10) Students with Learning Disabilities Writing in an Inclusion Classroom (Patricia Jacobs and Danling Fu); (11) "Standardized" Play and Creativity for Young Children? The Climate of Increased Standardization and Accountability in Early Childhood Classrooms (Lindsey Russo); (12) Occupying the Space for Change: The Effects of Neo-liberalism in a Public School in Metro Buffalo (Shawgi Tell); (13) The Race to Somewhere: Experiential Education as an Argument for Not Teaching to the Test (Rosemary A. Millham); (14) Making Writing Matter: Creating Spaces for Students in the Research Process (Katie Greene and Peggy Albers); (15) Traditional Language Arts Viewed through a Media Lens: Helping Secondary Students Develop Critical Literacy with Media Literacy Education (Kathy Garland and Marion Mayer); (16) Teaching from the Test: Using High-Stakes Assessments to Enhance Student Learning (Julie A. Gorlewski); (17) Standardizing Effective Pedagogical Practices (David A. Gorlewski); and (18) A Counternarrative of Subversion and Resistance: Hijacking NCATE to Promote Equity and Social Justice in a College of Education (Lauren P. Hoffman and Brad J. Porfilio).
Descriptors: Academic Standards, High Stakes Tests, Resistance (Psychology), Standardized Tests, Empowerment, Accountability, Academic Achievement, Response to Intervention, Critical Theory, Race, Learning Disabilities, Inclusion, Play, Creativity, Early Childhood Education, Neoliberalism, Public Schools, Experiential Learning, Language Arts, Secondary School Students, Critical Literacy, Media Literacy, Holistic Approach, Teaching Methods, Instructional Effectiveness, Social Justice, Schools of Education, Accreditation (Institutions), Economically Disadvantaged, Working Class
Peter Lang New York. 29 Broadway 18th Floor, New York, NY 10006. Tel: 800-770-5264; Tel: 212-647-7706; Fax: 212-647-7707; e-mail: firstname.lastname@example.org; Web site: http://www.peterlang.com
Publication Type: Books; Collected Works - General
Education Level: Early Childhood Education; Elementary Secondary Education; Higher Education; Postsecondary Education; Secondary Education
Authoring Institution: N/A
Identifiers - Location: New York