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Rural Educator, v26 n3 p19-24 Spr 2005

This qualitative study examined the effects of a high-stakes, standardized test on teachers' instructional planning at a rural school. The research addressed this question: How do mandated curricular standards affect teachers' instructional planning and content selection? Ethnographic interviews (Creswell, 1998) examined four secondary teachers' perceptions of the effects of high-stakes standardized tests on their work. Case study methodology (Yin, 1994) guided the analysis of the data. Each participant had several years' experience teaching at Mollusk Island School, and each teacher had previously included place-based lessons (e.g., environmental studies, cultural history) in his/her repertoire. Ultimately, the study explored how a community maintenance function of small rural schools might be affected by state legislation for standardized accountability.

Descriptors: Instructional Development, Rural Schools, State Legislation, Standardized Tests, High Stakes Tests, Ethnography, Interviews, Secondary School Teachers, Case Studies, Teaching Experience, Education, Accountability, Small Schools, Teacher Attitudes

National Rural Education Association. Rural Educator, University of Nevada, Las Vegas, 4505 Maryland Parkway Box 453002, Las Vegas, NV 89154-3002. Tel: 702-895-3478; Fax: 702-895-3492; e-mail: ruraleducator[at]ccmail.nevada.edu; Web site: http://www.unlv.edu/journals/ruraleducator/





Author: Thomas, Timothy G.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4821&id=EJ783834







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