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ERIC Number: EJ1023571
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 65
Invisibility: An Unintended Consequence of Standards, Tests, and Mandates
Elish-Piper, Laurie; Matthews, Mona W.; Risko, Victoria J.
Journal of Language and Literacy Education, v9 n2 p4-23 Fall 2013
As elementary and middle school teachers and students face standards, high-stakes testing, accountability, and one-size-fits all curricula, concerns have arisen that these practices limit the relevance and efficacy of teaching and learning. In this paper, we argue that such practices exact personal costs on students and the teachers expected to implement them. With data from a series of studies implemented across several years, we show how such practices too often create an instructional climate that, in effect, renders teachers and students invisible and nonessential to the literacy instruction that occurs in the classroom. First, we discuss the research that grounds our thinking. Then, we describe three approaches that can overcome invisibility for both students and teachers: teaching with students' hearts and heads in mind, promoting culturally responsive pedagogy, and creating a productive literacy environment. We conclude with portraits of three teachers, who in spite of external pressures create literacy instruction that makes their students' capabilities visible in their classroom instruction.
Descriptors: Elementary School Teachers, Middle School Teachers, High Stakes Tests, Literacy Education, Accountability, Teaching Methods, Culturally Relevant Education, Educational Environment, Interviews, Teacher Attitudes, Student Attitudes, Standards, Educational Research, Individual Differences, Talent, Educational Change, Elementary School Students, Middle School Students, Goal Orientation
Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: email@example.com; Web site: http://jolle.coe.uga.edu
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Middle Schools
Authoring Institution: N/A