When Process Becomes Policy: The Paradox of Kentucky State Reform for Exemplary Teachers of Writing

Phi Delta Kappan

Volumn 80, Issue 5, 1999, Pages 401-406

  Wolf, Shelby A ^a   McIver, Monette G ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0038916203     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (7)

1. Mr. Bass is a pseudonym, as are the names of his students.
2. Cynthia Rylant, Missing May (New York: Orchard Books, 1992).
3. See Ken Jones and Betty Lou Whitford, "Kentucky's Conflicting Reform Principles: High-Stakes School Accountability and Student Performance Assessment," Phi Delta Kappan, December 1997, pp. 276-81.
4. In fact, Mr. Bass' method of questioning is typical of the exemplary teachers we've worked with in Kentucky. See Monette C. McIver and Shelby A. Wolf, "The Power of the Conference Is the Power of Suggestion," paper presented at the National Conference on Large-Scale Assessment, sponsored by the Council of Chief State School Officers, Colorado Springs, June 1998.
5. Susan Callahan, "Tests Worth Taking?: Using Portfolios for Accountability in Kentucky," Research in the Teaching of English, October 1997, pp. 295-336.
6. Ernest House, "A Framework for Appraising Educational Reforms," Educational Researcher, October 1996, pp. 6-14.
7. Shelby A. Wolf and Kathryn Davinroy, "'The Clay That Makes the Pot': The Loss of Language in Writing Assessment," Written Communication, October 1998, pp. 419-64.