NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ703426
Record Type: Journal
Publication Date: 2004
Pages: 4
Abstractor: ERIC
Reference Count: 17
ISSN: ISSN-0037-7996
Preservice Teachers Report the Impact of High-Stakes Testing
Gerwin, David
Social Studies, v95 n2 p71 Mar-Apr 2004
Queens College has a program for mentoring undergraduate preservice teachers. In this article, the author reports the students' comments on a variety of topics related to social studies. Many of their opinions are colored by their concerns about high-stakes testing and how it will affect their teaching plans. When asking the participants in the program about the type of school in which they hoped to teach, the author uncovered the "steering effect" of New York State Regents examinations: Many of the students indicated that they plan to avoid teaching in grades or schools where Regents exams will constrain their practice. Although that effect of high-stakes testing has been discussed anecdotally, it has not been widely reported in the literature.
Springer-Verlag New York, LLC., Journal Fulfillment, P.O. Box 2485, Secaucus, NJ 07096. Tel: 800-777-4643 (Toll Free); Fax: 201-348-4505; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York; New York (New York)
Identifiers - Assessments and Surveys: New York State Regents Examinations