ERIC Number: EJ795202
Record Type: Journal
Publication Date: 2006
Reference Count: 48
Testing Gone Amok: Leave No Teacher Candidate behind
Wepner, Shelley B.
Teacher Education Quarterly, v33 n1 p135-149 Win 2006
Teacher preparation, now acknowledged for its impact on K-12 student achievement (Darling-Hammond, 2000; Darling-Hammond, Berry, & Thoreson, 2000), needs to be part of the discussions about ways to address emerging issues with testing and accountability. What then do teacher educators who work with those preparing to teach do to guide their students about their responsibilities with regard to high-stakes tests? How do they help teacher candidates learn to balance externally driven mandates with their own understanding of effective instruction? Given that the ability of teacher educators to work with the present is dependent on their knowledge and appreciation of the past, the author describes how No Child Left Behind (NCLB) evolved and how its development has impacted current common views about reading instruction. She then presents ideas and strategies to share with teacher candidates to help them work successfully with directives for accountability with high-stakes testing in reading. She uses reading as the centerpiece of her discussion because of its importance in testing and instruction and her own set of experiences in the field.
Descriptors: Preservice Teacher Education, Elementary Secondary Education, Testing, High Stakes Tests, Accountability, Reading Instruction, Teacher Educators, Academic Achievement, Instructional Effectiveness, Federal Legislation, Educational Strategies, Government School Relationship
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001