ERIC Number: EJ746523
Record Type: Journal
Publication Date: 2006
Reference Count: N/A
Accountability by Assumption: Implications of Reform Agendas for Teacher Preparation
Herrera, Socorro G.; Murry, Kevin G.
Journal of Latinos & Education, v5 n3 p189-207 2006
Recent reform initiatives, especially the No Child Left Behind Act, tend to rely on a variety of highly debatable assumptions that fail to reflect the diversity of today's classrooms and also place pressure on educators in a manner we characterize as accountability by assumption. Such reform initiatives have become so political, complex, and omnipresent in teachers' perspectives on professional practice that these educators are increasingly intimidated, frustrated, reactionary and reductionistic, and disauthentic in their instruction and assessment of English language learners (ELL). Accordingly, we argue that classroom assessment will become less criterion-referenced, authentic, and capable of measuring incremental gains among students who are ELL.
Descriptors: Educational Change, Federal Legislation, Educational Policy, Accountability, Politics of Education, Student Evaluation, Second Language Learning, English (Second Language), Classroom Research, Program Evaluation, Student Diversity, Teacher Morale
Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: firstname.lastname@example.org; Web site: https://www.erlbaum.com.
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001