ERIC Number: EJ1059721
Record Type: Journal
Publication Date: 2015-Jun
Abstractor: As Provided
Reference Count: 81
Potential Psychosocial and Instructional Consequences of the Common Core State Standards: Implications for Research and Practice
Saeki, Elina; Pendergast, Laura; Segool, Natasha K.; von der Embse, Nathaniel P.
Contemporary School Psychology, v19 n2 p89-97 Jun 2015
Despite the recent rollout of the Common Core State Standards (CCSS), CCSS-aligned assessments, and test-based teacher evaluation systems, questions remain regarding the impact that these accountability policies will have on teachers and students. This article discusses the psychosocial and instructional consequences of test-based accountability policies and the role that school psychologists may have in supporting schools and teachers. Research on the influence of high-stakes testing and accountability practices on teacher well-being and stress is first reviewed. Then, research on the use of counterproductive instructional practices and the impact of these counterproductive instructional practices on student learning, test performance, and educational advancement is discussed. School psychologists may provide leadership, consultation, and support to assist schools and teachers in promoting student learning and addressing expected and unexpected challenges faced by the new policies and practices resulting from the CCSS and CCSS-aligned assessments.
Descriptors: State Standards, Academic Standards, Accountability, Educational Policy, School Psychologists, Role, High Stakes Tests, Well Being, Anxiety, Teachers, Teaching Methods, Learning, Academic Achievement, Students, Elementary Secondary Education
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A