Accountability by Assumption: Implications of Reform Agendas for Teacher Preparation

Autor/inn/en	Herrera, Socorro G.; Murry, Kevin G.
Titel	Accountability by Assumption: Implications of Reform Agendas for Teacher Preparation
Quelle	In: Journal of Latinos & Education, 5 (2006) 3, S.189-207 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1207/s1532771xjle0503_3
Schlagwörter	Stellungnahme; Educational Change; Federal Legislation; Educational Policy; Accountability; Politics of Education; Student Evaluation; Second Language Learning; English (Second Language); Classroom Research; Program Evaluation; Student Diversity; Teacher Morale + Suchen Sie Ihr Suchwort? Bildungsreform; Bundesrecht; Politics of education; Bildungspolitik; Verantwortung; Educational policy; Schulnote; Studentische Bewertung; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Programme evaluation; Programmevaluation; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral
Abstract	Recent reform initiatives, especially the No Child Left Behind Act, tend to rely on a variety of highly debatable assumptions that fail to reflect the diversity of today's classrooms and also place pressure on educators in a manner we characterize as accountability by assumption. Such reform initiatives have become so political, complex, and omnipresent in teachers' perspectives on professional practice that these educators are increasingly intimidated, frustrated, reactionary and reductionistic, and disauthentic in their instruction and assessment of English language learners (ELL). Accordingly, we argue that classroom assessment will become less criterion-referenced, authentic, and capable of measuring incremental gains among students who are ELL. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: https://www.erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10