ERIC Number: EJ948254
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 37
Minding the Gate: Challenges of High-Stakes Assessment and Literacy Teacher Education
Martin, Susan D.; Chase, Maggie; Cahill, Mary Ann; Gregory, Anne E.
New Educator, v7 n4 p352-370 2011
As four teacher educators teaching a course associated with state-mandated assessment of literacy subject matter knowledge and instructional practices, we conducted a self-study of our experiences. In this article, we describe how high-stakes assessment further compounds the problematic nature of teaching and learning literacy in coursework. We discuss challenges associated with curriculum, instruction, assessment, and the social milieu of the course, as well as the ways that we have dealt with these challenges. Implications for teacher educators are discussed, as we all must deal with important issues in this era of accountability.
Descriptors: Preservice Teacher Education, Teacher Educators, Teaching Methods, Knowledge Base for Teaching, Reading Instruction, High Stakes Tests, Student Evaluation, Curriculum Design, Reading Teachers
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Idaho