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ERIC Number: EJ889475
Record Type: Journal
Publication Date: 2007
Pages: 29
Abstractor: As Provided
ISSN: ISSN-0038-0407
Where the Rubber Meets the Road: Rethinking the Connection between High-Stakes Testing Policy and Classroom Instruction
Diamond, John B.
Sociology of Education, v80 n4 p285-313 2007
In this article, the author examines the link between high-stakes testing policies and classroom instruction. Using data from classroom observations and interviews with teachers, he argues that these policies influence instruction but are mediated by teachers and filtered through their collegial interactions. He shows that teachers link the influence of high-stakes testing policies to instructional content (the knowledge and skills that they emphasize) more often than pedagogy (how they engage students around instructional content). As a result, didactic instruction dominates, especially in predominantly low-income and African American schools, in a policy environment that encourages addressing racial and class achievement gaps by increasing the use of interactive forms of instruction. The author concludes that researchers should be cautious not to overstate the impact of these policies on pedagogy and educational equity. (Contains 8 tables, 2 figures and 8 notes.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois