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ERIC Number: EJ1013961
Record Type: Journal
Publication Date: 2013-Jun
Pages: 29
Abstractor: As Provided
ISSN: ISSN-0013-5984
Unstandardized Measures: A Cross-Case Analysis of Test Prep in Two Urban High-Needs Fourth-Grade Classes
Kesler, Ted
Elementary School Journal, v113 n4 p488-516 Jun 2013
This article presents a cross-case analysis of two fourth-grade teachers' instruction while preparing their students for an English language arts test. Both teachers taught in high-needs urban public schools and were identified as effective teachers of balanced literacy through a multiple nomination process. This article uses situated literacy theory to consider the research question, How did the localized contexts influence both teachers' instruction during test prep? The author focuses on the theme of standardization, which emerged from the cross-case analysis, and presents findings in four categories: (a) classroom conditions, (b) test materials, (c) test administration, and (d) test results. Findings show key distinctions in the localized contexts that directly influenced both teachers' test prep. These distinctions challenge the construct of standardization that constitutes high-stakes tests and provide a far more complex view of school contexts that terms such as "urban, high-needs" conflate, with implications for research and policy. (Contains 3 notes and 6 tables.)
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A