How Literacy Assessments Transform Teachers' Instructional Choices: Secondary Teachers Report How They Prepare Students for State Tests

Autor/in	Lawrence, Salika A.
Titel	How Literacy Assessments Transform Teachers' Instructional Choices: Secondary Teachers Report How They Prepare Students for State Tests
Quelle	In: Language and Literacy Spectrum, 17 (2007), S.61-71 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Secondary School Teachers; Test Preparation; State Programs; Literacy; Educational Practices; Instructional Innovation; Language Arts; English Instruction; Interviews; Creative Teaching; State Regulation; Instructional Effectiveness; Standardized Tests; Teaching Methods; Teaching Styles; Teacher Attitudes; Teacher Expectations of Students; Massachusetts; New Jersey; New York + Suchen Sie Ihr Suchwort? Regierungsprogramm; Alphabetisierung; Schreib- und Lesefähigkeit; Bildungspraxis; Educational Innovation; Bildungsinnovation; Sprachkultur; English langauage lessons; Englischunterricht; Interviewing; Interviewtechnik; Creative thinking; Teaching; Kreatives Denken; Unterricht; Staatliche Lenkung; Unterrichtserfolg; Standadised tests; Standardisierter Test; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Lehrerverhalten; Master-Studiengang
Abstract	Literacy assessments are transforming the contexts of secondary instruction. This article reports how literacy assessments are shaping the instructional choices of nine English Language Arts teachers who work in three different states in northeastern United States--New York, New Jersey, and Massachusetts. Through interviews, the teachers reported that they are finding creative ways to not teach to the test, but most of their instructional choices are being shaped by their perceived expectations of the state exam. On a micro level, the reports documented in this article have implications for secondary literacy instruction, while simultaneously providing a stance for conversations about how teachers can reshape their perceptions of effective literacy instruction on a macro level. (As Provided).
Anmerkungen	New York State Reading Association. PO Box 874, Albany, NY 12201. Tel: 518-434-4748; e-mail: tlalspectrum@mville.edu; Web site: http://www.nysreading.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01