When School Accountability and Preservice Teachers' Needs Conflict: Effects of Public School Testing on Teacher Education Field Experiences.

Autor/in	Baker, Thomas E.
Titel	When School Accountability and Preservice Teachers' Needs Conflict: Effects of Public School Testing on Teacher Education Field Experiences.
Quelle	(2000), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Elementary Secondary Education; Field Experience Programs; Higher Education; Preservice Teacher Education; Public Schools; Standardized Tests; Student Evaluation; Student Needs; Student Teacher Attitudes; Student Teachers; Student Teaching; Texas Assessment of Academic Skills + Suchen Sie Ihr Suchwort? Verantwortung; Praxisnahes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Public school; Öffentliche Schule; Standadised tests; Standardisierter Test; Schulnote; Studentische Bewertung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis
Abstract	This paper describes a survey of Texas teacher education programs. The programs investigated whether increased pressure on K-12 teachers to prepare students for mandated tests contributed to dissonance between higher education's expectations for field experiences and preservice students' actual experiences. A questionnaire was mailed to the directors of teacher education at 70 colleges and universities (with a 50-percent return rate). Respondents discussed whether their program had modified its curriculum or instructional practices in direct response to the Texas Assessment of Academic Skills (TAAS); whether public schools had ever declined to accept their students for field experiences because of TAAS preparation; whether students in field experiences reported restrictions on their curricular and instructional decisions because of the TAAS; and whether teacher education students expressed concerns about their ability to prepare public school learners for the TAAS. Overall, Texas public schools were not refusing to accept teacher education students for fear of damaging TAAS performance, though 21 percent did refuse them for that reason. Most respondents heard complaints from student teachers about restrictions on curricular and instructional decisions because of the TAAS. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC