Teachers and Tests Changes in the New York State Testing Program
How do teachers change their pedagogical practices? While many current initiatives seek to raise educational standards and improve student academic performance, there is a curious gap in national and state reforms. Considerable attention is given to defining higher expectations for what students wil...
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| Format: | Article |
| Language: | English |
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Arizona State University
2000-02-01
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| Series: | Education Policy Analysis Archives |
| Online Access: | http://epaa.asu.edu/ojs/article/view/405 |
| _version_ | 1811322065176756224 |
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| author | S. G. Grant |
| author_facet | S. G. Grant |
| author_sort | S. G. Grant |
| collection | DOAJ |
| description | How do teachers change their pedagogical practices? While many current initiatives seek to raise educational standards and improve student academic performance, there is a curious gap in national and state reforms. Considerable attention is given to defining higher expectations for what students will know and be able to do, yet little attention is given to how teachers should learn new pedagogical ideas and practices. This exploratory study uses focus group interview data collected over two years to examine how cross-subject matter groups of elementary and secondary New York State teachers respond to one way of learning to change their classroom practices: state-level testing. Analysis of the data highlights three issues: the nature and substance of the tests, the professional development opportunities available to teachers, and the rationales for and consequences of the state exams. |
| first_indexed | 2024-04-13T13:28:39Z |
| format | Article |
| id | doaj.art-cc514eecfc3b4ecfa0faf8fa35e5ff71 |
| institution | Directory Open Access Journal |
| issn | 1068-2341 |
| language | English |
| last_indexed | 2024-04-13T13:28:39Z |
| publishDate | 2000-02-01 |
| publisher | Arizona State University |
| record_format | Article |
| series | Education Policy Analysis Archives |
| spelling | doaj.art-cc514eecfc3b4ecfa0faf8fa35e5ff712022-12-22T02:45:02ZengArizona State UniversityEducation Policy Analysis Archives1068-23412000-02-01814Teachers and Tests Changes in the New York State Testing ProgramS. G. GrantHow do teachers change their pedagogical practices? While many current initiatives seek to raise educational standards and improve student academic performance, there is a curious gap in national and state reforms. Considerable attention is given to defining higher expectations for what students will know and be able to do, yet little attention is given to how teachers should learn new pedagogical ideas and practices. This exploratory study uses focus group interview data collected over two years to examine how cross-subject matter groups of elementary and secondary New York State teachers respond to one way of learning to change their classroom practices: state-level testing. Analysis of the data highlights three issues: the nature and substance of the tests, the professional development opportunities available to teachers, and the rationales for and consequences of the state exams.http://epaa.asu.edu/ojs/article/view/405 |
| spellingShingle | S. G. Grant Teachers and Tests Changes in the New York State Testing Program Education Policy Analysis Archives |
| title | Teachers and Tests Changes in the New York State Testing Program |
| title_full | Teachers and Tests Changes in the New York State Testing Program |
| title_fullStr | Teachers and Tests Changes in the New York State Testing Program |
| title_full_unstemmed | Teachers and Tests Changes in the New York State Testing Program |
| title_short | Teachers and Tests Changes in the New York State Testing Program |
| title_sort | teachers and tests changes in the new york state testing program |
| url | http://epaa.asu.edu/ojs/article/view/405 |
| work_keys_str_mv | AT sggrant teachersandtestschangesinthenewyorkstatetestingprogram |