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ERIC Number: EJ786693
Record Type: Journal
Publication Date: 2008-Apr
Pages: 26
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0742-051X
Co-Constructors of Data, Co-Constructors of Meaning: Teacher Professional Development in an Age of Accountability
Schnellert, Leyton M.; Butler, Deborah L.; Higginson, Stephanie K.
Teaching and Teacher Education: An International Journal of Research and Studies, v24 n3 p725-750 Apr 2008
This research examines how engaging teachers in collaboratively constructing situated assessments enhances teacher professional development, fosters meaningful shifts to practice, and supports productive conceptions of accountability. We conducted case studies of six teachers engaged as partners in investigating new approaches to assessing and fostering literacy. Findings suggested that supporting teachers to generate, interpret, and act upon assessment data within instructional change cycles assisted them in monitoring student performance, grounding instructional decisions in data, and enacting changes to practice. We also document how collaboratively constructing assessments with teachers supported conceptions of accountability considered meaningful by individuals adopting differing socio-political perspectives.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A