How teachers' professional identities position high-stakes test preparation in their classrooms

Teachers College Record

Volumn 106, Issue 6, 2004, Pages 1288-1331

  Rex, Lesley A ^a   Nelson, Matthew C ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 3142696213     PISSN: 01614681     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1467-9620.2004.00380.x     Document Type: Review

References (56)

1. Anonymous. (1998). Go ask Alice. New York: Simon & Schuster.
2. Bourdieu, P. (1965). The sentiment of honor in Kabyle society. In J. G. Peristinay (Ed.), Honor and shame: The values of Mediterranean society (pp. 191-241). London: Weidenfeld and Nicholson.
3. Bourdieu, P. (1977). Outline of a theory of practice. New York: Cambridge University Press.
4. Chin, R., & Benne, K. (1969). General strategies for effecting changes in human systems. In W. Bennis, K. Benne & R. Chin (Eds.), The planning of change (2nd ed., pp. 32-59). New York: Holt, Rinehart and Winston.
5. Corbett, H. D., & Wilson, B. (1991). Testing, reform, and rebellion. Norwood, NJ: Ablex.
6. Erickson, F. (1986). Qualitative methods on research on teaching. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 119-1611). New York: Macmillan.
7. Feltovivich, P., Spiro, R., & Coulson, R. (1993). Learning, teaching, and testing for complex conceptual understanding. In N. Frederikson, R. Mislevy & I. Bejarq (Eds.), Test theory for a new generation of tests (pp. 181-217). Hillsdale, NJ: Lawrence Erlbaum.
8. Firestone, W., Mayrowetz, D., & Fairman, J. (1998). Performance-based assessment and instructional change: The effects of testing in Maine and Maryland. Educational Evaluation and Policy Analysis, 20, 95-113.
9. Freeman, D., Kuhs, T., Porter, A., Knappen, L., Floden, R., & Schmidt, W., et al. (1980). The fourth grade mathematics curriculum as inferred from textbooks and tests. East Lansing: Institute for Research on Teaching, Michigan State University.
10. Fuhrman, S. (1993). The politics of coherence. In S. Fuhrman (Ed.), Designing coherent education policy: Improving the system (pp. 1-34). San Francisco: Jossey Bass.
11. Fullan, M. (1993). Change forces. London: The Falmer Press.
12. Fullan, M. (1998). Leadership for the twenty-first century. Educational Leadership, 55(7), 6-11.
13. Gee, J. (1996). Social linguistics and literacies: Ideology in discourses. London: Taylor and Francis.
14. Gee, J. (1999). An introduction to discourse analysis. New York: Routledge.
15. Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.
16. Grant, S. G. (2000). Teachers and tests: Exploring teachers' perceptions of changes in the New York State testing program. Education Policy Analysis Archives, 5(14). Retrieved May 3, 2004, from http://epaa.asu.edu/epaa/v8n3/ Excellence in Education
17. Grant, S. G. (2001). An uncertain lever: The influence of state-level testing in New York on teaching social studies. Teachers College Record, 603, 398-426.
18. Graue,M.E. (1993). Integrating theory and practice through instructional assessment. Educational Assessment, 1, 293-309.
19. Hemingway, E. (1995). A farewell to arms. New York: Scribner.
20. Hymes, D. (1996). Ethnography, linguistics, narrative inequality: Toward an understanding of voice. London: Taylor & Francis.
21. Kellaghan, T., Madaus, G., & Airasian, P. (1982). The effects of standardized testing. Boston: Kluwer-Nijhoff.
22. Koretz, D. (1995). Sometimes a cigar is only a cigar, and often a test is only a test. In D. Ravitch (Ed.), Debating the future of American education: Do we need national standards and assessments? (pp. 154-166). Washington, DC: Brookings Institution.
23. Leithwood, K., & Steinbiich, R. (1995). Expert problem solving: Evidence from school and district leaders. Albany: State University of New York Press.
24. LeMahieu, P. (1984). The effects on achievement and instructional content of a program of student monitoring through frequent testing. Educational Evaluation and Policy Analysis, 6, 175-187.
25. Lieberman, A. (1992). School/university collaboration: A view for the inside. Phi Delta Kappan, 74, 147-152, 154, 156.
26. Linn, R. (2000). Assessments and Accountability. Educational Researcher, 29(2), 4-16.
27. Little, J. W. (1993). Teachers' professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 5, 129-151.
28. Madaus, G. (1988). The influence of testing on the curriculum. In L. Tanner (Ed.), Critical issues in curriculum: 87th yearbook of the NSSE, Part 1. Chicago: University of Chicago Press.
29. MCNeil, L. M. (1985). Teacher culture and the irony of school reform. In P. G. Altbach, G. P. Kelly & L. Weis (Eds.), Excellence in education: Perspectives on policy and practice. Buffalo, NY: Prometheus Books.
30. MCNeil, L. M. (1988). Contradictions of control, part 1: Administrators and teachers, Contradictions of control, part 2: Teachers, students, and curriculum, Contradictions of control, part 3: Contradictions of reform. Phi Delta Kappan. 69, 478-485.
31. MCNeil, L. M. (2000). Contradictions of school reform: Education costs of standardized testing. New York: Routledge.
32. Meyer, J. W., & Rowan, B. (1977). Institutionalized organizations: Formal structure as myth and ceremony. American Journal of Sociology, 83, 340-363.
33. Miller, S. I., & Fredericks, M. (2000). Social science research findings and educational policy dilemmas: Some additional distinctions. Educational Policy Analysis Archives, 5(3). Retrieved May 3, 2004, from http://epaa.asu.edu/epaa/v8n3/Excellence in Education
34. Murphy, J. & Louis, K. S. (Eds.). (1994). Reshaping the principalship: Insights from transformational reform efforts. Thousand Oaks, CA: Corwin Press.
35. Nespor, S. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4). 317-328.
36. Pajares, M. F. (1992). Teacher's beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
37. Patai, D. (1988). Brazilian women speak, contemporary life stories. New Brunswick, NJ: Rutgers University Press.
38. Popham, J., Cruse, K., Rankin, S., Sandifer, P., & Williams, E (1985). Measurement-driven instruction: It's on the road. Phi Delta Kappan, 66, 628-634.
39. Rex, L. A., & MCEachen, D. (1999). If anything is odd, inappropriate, confusing or boring, it's probably important: The emergence of inclusive academic literacy through English classroom discussion practices. Research in the Teaching of English, 34, 66-130.
40. Rex, L. A. (2001). The remaking of a high school reader. Reading Research Quarterly, 36(3), 288-314.
41. Richardson, V., & Placier, P. (2001). Chapter 41: Teacher change. InRichardson, V. (Ed.), Handbook of research on teaching (4th ed.). Washington, DC: American Educational Research Association.
42. Salmon-Cox, L. (1981). Teachers and standardized achievement tests: What's really happening? Phi Delta Kappan, 62, 631-634.
43. Santa Barbara Classroom Discourse Group. (1992). Constructing literacy in classrooms: Literate action as social accomplishment. In H. H. Marshall (Ed.), Redefining student learning (pp. 119-150). Norwood, NJ: Ablex.
44. Senge, P (1990). The fifth discipline. New York: Doubleday.
45. Sergiovanni, T. J. (1991). The principalship: A reflective practice perspective (2nd ed.). Boston: Allyn and Bacon.
46. Shanker, A. (1995). The case for high stakes and real consequences. In D. Ravitch (Ed.), Debating the future of American education: Do we need national standards and assessments? (pp. 145-153). Washington, DC: Brookings Institute.
47. Shepard, L. (2000, April). The role of assessment in a learning culture (Presidential Address presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
48. Smith, M. L. (1991). Meanings of test preparation. American Educational Research Journal, 28, 521-542.
49. Smith, M., & O'Day, J. (1991). Systemic school reform. In S. Fuhrman & B. Malen (Eds.), The politics of curriculum and testing (pp. 233-267). New York: Falmer.
50. Spradley, J. P. (1979). The ethnographic interview. New York: Holt, Rinehart and Winston.
51. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Thousand Oaks, CA: Sage.
52. Sumara, D. J. (2000). Researching complexity. Journal of Literacy Research, 32, 267-281.
53. Weiss, S. R. (1994). Learning from strangers: The art and method of qualitative interview studies (2nd ed.). New York: The Free Press.
54. Wheatly, M. (1999). Goodbye command and control. In F. Hesselbein & P. M. Cohen (Eds.), Leader to leader. San Francisco: Jossey-Bass.
55. Wright,R. (1998). Black boy. New York: Prentice Hall.
56. Zaharlick,A., & Green,J. (1991). Ethnographic research. In Handbook of research on teaching the English language arts (pp. 205-225). Urbana, IL: NCTE.