ERIC Number: EJ833556
Record Type: Journal
Publication Date: 2007
Abstractor: As Provided
Reference Count: 16
The Impact of Testing on Teachers' Instructional Practices
Hebert, Terri R.
Teacher Education and Practice, v20 n2 p148-162 Spr 2007
The National Commission on Excellence in Education (1983) published "A Nation at Risk", declaring the mediocrity of American educational performances. Twenty-five years later, our nation still remains at risk even though the federal government, through the enactment of the No Child Left Behind Act of 2001, has attempted to create a structure that would educationally advance all students. Politicians, business representatives, and special interest groups have sought to narrow achievement gaps between disadvantaged and minority students and their peers, as well as change school cultures by redefining success solely in terms of student achievement on high-stakes tests (U.S. Department of Education, 2005). The diverse committees that continue to advance the notions surrounding No Child Left Behind have limited the inclusion of classroom teachers in the process, thereby disallowing their voices to be heard. Therefore, it was the goal of this research to allow the stories of persistent hope to emerge from within the elementary school setting.
Descriptors: Federal Legislation, High Stakes Tests, Educational Practices, Interviews, Teacher Attitudes, Personal Narratives, Educational Assessment, Program Effectiveness, Testing, Science Teachers, Teacher Persistence, Teaching Experience, Politics of Education, Educational Indicators
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001