Where rubber meets the road: Rethinking the connection between high-stakes testing policy and classroom instruction

In this article, the author examines the link between high-stakes testing policies and classroom instruction. Using data from classroom observations and interviews with teachers, he argues that these policies influence instruction but are mediated by teachers and filtered through their collegial int...

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Veröffentlicht in:	Sociology of education 2007-10, Vol.80 (4), p.285-313
1. Verfasser:	Diamond, John B.
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic Achievement Academic probation Academic Standards African American education African Americans Afroamerikaner Bildungspolitik Bildungsreform Bildungssoziologie Bildungsstandards Black people Chancengleichheit Classroom Environment Classroom observation Classroom Observation Techniques Classroom observations Classrooms Didaktik Education Educational Policy Educational Practices Educational research Educational Sociology Educational Strategies Einflussfaktor Elementary school teachers Empirische Untersuchung Environmental education Equal Education Equality Fairness High Stakes Tests Illinois Inequality Influence Instructional Effectiveness Instruktion Interaktives Lernen Interview Interviews Language teachers Lehrer Leistungsbeurteilung Low Income Groups Low income people Mathematics education Motivation Nordamerikaner Organizational change Outcomes of Education Pedagogy Policy Analysis Pädagogik Reading instruction Rubber Schematic Studies Schools Schüler Schülerleistung Sociology Sociology of education. Educational systems. Lifelong education Standardized Tests Studies Teacher Attitudes Teachers Teaching Teaching Methods Tests Ungleichheit Unterricht Unterrichtsbeobachtung Unterrichtsmethode USA Vergleichsuntersuchung
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