NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ800882
Record Type: Journal
Publication Date: 2008-Apr-21
Pages: 29
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: ISSN-1068-2341
Teachers' Response to Standards-Based Reform: Probing Reform Assumptions in Washington State
Loeb, Hilary; Knapp, Michael S.; Elfers, Ana M.
Education Policy Analysis Archives, v16 n8 p1-29 Apr 2008
Because teachers' efforts are central to the success of standards-based reform, it behooves the policy community to look carefully at the beliefs about instruction that are rooted in this reform theory. Building on teacher-centric research on standards-based reform and ideas about teaching practice from research on multicultural education, this paper focuses on the assumptions embedded in Washington state's approach. Survey data from a representative sample of teachers suggest that the state's program of high student learning standards, aligned assessments and an accountability system has shaped teachers' instructional practice and their students' learning in ways that the state's reform theory assumes. However, teachers' concerns about student achievement and instructional supports indicate problems with the inherent logic of the state's reform regarding how well it serves a diverse student population. (Contains 8 tables, 1 figure and 12 footnotes.)
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington