NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 12 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Miller, Matthew; Carroll, David; Jancic, Mitchell; Markworth, Kimberly – New Educator, 2015
In this article, we discuss how an interdisciplinary faculty team at a midsized public university created supports for the Teacher Performance Assessment (edTPA), a high-stakes performance assessment for preservice candidates being adopted by many states. We provide a general description of our work in contending with the challenge of developing a…
Descriptors: Performance Based Assessment, Student Teacher Evaluation, Student Teacher Attitudes, Interdisciplinary Approach
Peer reviewed Peer reviewed
Direct linkDirect link
Kuh, Lisa; Nelson, Christy – New Educator, 2014
How can teachers engage in new ways of teaching that demonstrate student achievement beyond required standardized testing? This article by teachers for teachers shares one team's experience engaging in documentation with children via ongoing projects. Teachers shifted how they viewed assessment, used assessment tools and negotiated the…
Descriptors: Documentation, Educational Assessment, Inquiry, Alternative Assessment
Peer reviewed Peer reviewed
Direct linkDirect link
Lit, Ira W.; Lotan, Rachel – New Educator, 2013
Dilemmas abound in the design, implementation, analysis, and interpretation of the outcomes of a summative performance assessment of teaching when used for licensing, for individual and program evaluation, and for accountability purposes. In this article, we explore the impact of the Performance Assessment for California Teachers (PACT) on the…
Descriptors: High Stakes Tests, Program Effectiveness, Performance Tests, Performance Based Assessment
Peer reviewed Peer reviewed
Direct linkDirect link
Martin, Susan D.; Chase, Maggie; Cahill, Mary Ann; Gregory, Anne E. – New Educator, 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…
Descriptors: Preservice Teacher Education, Teacher Educators, Teaching Methods, Knowledge Base for Teaching
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Johnson, Elisabeth; Oppenheim, Rachel; Suh, Younjung – New Educator, 2009
For new educators, the obstacles of high-stakes testing, curricular mandates, and their own inexperience and self-doubt can render teaching for justice and equity overwhelming, seemingly impossible ideals. However, as students are increasingly tied to prescriptive curricula and academic performance standards, the goals of social justice and…
Descriptors: Beginning Teachers, Social Justice, Course Content, Curriculum Development
Peer reviewed Peer reviewed
Direct linkDirect link
Wohlwend, Karen E. – New Educator, 2008
When children enter public kindergartens in the current atmosphere of high-stakes testing, they often encounter an emphasis on correctness that casts doubt on the integrity of their personally invented messages, prompting them to ask not "What did I write?" but "Is this right?" This ethnographic case study examines early writing by 23 kindergarten…
Descriptors: Childrens Writing, Student Evaluation, High Stakes Tests, Intention
Peer reviewed Peer reviewed
Direct linkDirect link
Shulman, Judith H. – New Educator, 2008
While conducting a study of mentoring teacher candidates for National Board Certification, the researchers discovered some controversial evidence in three cases written by candidate support providers who were coaching teachers to develop their portfolio entries. This evidence could be interpreted as crossing the boundaries of appropriate mentoring…
Descriptors: Mentors, Performance Based Assessment, Teacher Certification, National Standards
Peer reviewed Peer reviewed
Direct linkDirect link
Bond, Lloyd – New Educator, 2008
Despite their current popularity, many still view coaching schools for college admissions as somehow vaguely unethical, as a form of "teaching to the test." But "coaching" as an instructional exercise only crosses some ethical line of propriety when instructors have access to and in fact teach the actual items that will appear…
Descriptors: Test Validity, High Stakes Tests, Test Coaching, Classroom Techniques
Peer reviewed Peer reviewed
Direct linkDirect link
Crocco, Margaret Smith; Costigan, Arthur T. – New Educator, 2006
High-stakes testing in New York City (NYC) schools has produced a culture of high-stakes teaching. The latter concept emphasizes both the importance of good teachers to the performance of urban students and the threat to keeping good teachers in NYC schools due to measures such as scripted lessons and mandated curriculum. This essay draws upon…
Descriptors: High Stakes Tests, Teaching (Occupation), Teacher Responsibility, Teaching Conditions
Peer reviewed Peer reviewed
Direct linkDirect link
Kersten, Jodene – New Educator, 2006
This article discusses a veteran teacher's literacy pedagogy in response to policies at the district, state, and national level. The yearlong ethnographic case study analyzed the teacher's resistance, compliance, and innovative hybridization of both "official" and "unofficial" curriculum. The author collected data through…
Descriptors: Elementary Secondary Education, Standardized Tests, Teacher Educators, Literacy
Peer reviewed Peer reviewed
Direct linkDirect link
Torres-Guzman, Maria E.; Hunt, Victoria; Torres, Ivonne M.; Madrigal, Rebeca; Flecha, Isabel; Lukas, Stephanie; Jaar, Alcira – New Educator, 2006
By looking at teacher collaborative structures in an urban public elementary school, this article demonstrates how, in the face of top-down school decisions under the pressures of high-stakes testing and assessment-driven curriculum, teachers can find the power and freedom for creative and effective pedagogy to flourish. We describe how teachers…
Descriptors: Teaching (Occupation), Academic Freedom, High Stakes Tests, Cooperation
Peer reviewed Peer reviewed
Direct linkDirect link
Nieto, Sonia – New Educator, 2005
In this article, the author identifies two current--and competing--discourses concerning teaching and public education in general. One is the "official" discourse, embodied in "No Child Left Behind" language, with a focus on accountability, standards, credentials, and testing, accompanied by punitive measures for failing to…
Descriptors: Social Justice, Urban Schools, Rural Schools, Federal Legislation