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ERIC Number: EJ819695
Record Type: Journal
Publication Date: 2006-Jan
Pages: 17
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-1547-688X
Making Sense of "Conflicting Observations": Teachers, Tests, and the Power of Collaborative Inquiry in Urban Schools
Paugh, Patricia C.
New Educator, v2 n1 p15-31 Jan 2006
When testing dominates decisions about instruction in public schools, complex interactions significant to how students actually learn are often ignored. Teachers who critically interrogate conflicts between institutional policies and practices, such as testing and instruction, position themselves as informed, active, and professionally responsible to students. Here, the work of a collaborative inquiry group of four novice urban elementary teachers and a university partner supports such a stance. Through critical reflection on test practices, these teachers developed "knowledge of practice," and made productive use of uncertainty and diversity to encourage inclusive instruction in their local contexts. (Contains 1 footnote.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A