Literaturnachweis - Detailanzeige
| Autor/inn/en | Inserra, Albert; Bossert, Kenneth R. |
|---|---|
| Titel | A Comparative Analysis of the Influence of High Stakes Testing Mandates in the Elementary School |
| Quelle | In: Forum on Public Policy Online, 2008 (2008) 2, (17 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1938-9809 |
| Schlagwörter | Comparative Analysis; High Stakes Tests; Elementary School Teachers; Teacher Attitudes; Accountability; Teaching Methods; Learner Engagement; Elementary School Students; Educational Legislation; Federal Legislation; Teacher Surveys; Test Preparation; Enrichment Activities; New York |
| Abstract | The No Child Left Behind Act of 2001, sponsored by President George W. Bush, calls for 100 percent proficiency in reading and mathematics by 2014. This Federal mandate has caused all public schools in the United States to examine the programs in use to meet these requirements. In addition, states across the country have implemented a series of high-stakes testing to insure that school districts are accountable for measurable growth among the student population. New York State has been on the front line in the implementation of high-stakes testing and increasing accountability. New York State is now administering assessments in English/Language Arts as well as Mathematics to all students in grades three through eight. This empirical research examined how elementary teacher attitudes towards high-stakes testing influence the range of instructional methods they employ and their self-reported ability to engage students in enrichment activities within the classroom. (As Provided). |
| Anmerkungen | Oxford Round Table. 406 West Florida Avenue, Urbana, IL 61801. Tel: 217-344-0237; Fax: 217-344-6963; e-mail: editor@forumonpublicpolicy.com; Web site: http://www.forumonpublicpolicy.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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