Journal ArticleDOI
The Disheartened Teacher: Living in the Age of Standardisation, High-stakes Assessments, and No Child Left Behind (NCLB)
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TLDR
In this paper, the authors argue that because of the predominant focus on high-stakes reading and writing assessments required by NCLB, teachers in the subject area of English/Language Arts have been victims of increased expectations and regimentation, more so than most other content areas.Abstract:
There has been a universal movement towards government-regulated standardisation and high-stakes assessment. In the United States, this has resulted in the No Child Left Behind Act (2001). Because of the predominant focus on high-stakes reading and writing assessments required by NCLB, teachers in the subject area of English/Language Arts (ELA) have been victims of increased expectations and regimentation, more so than most other content areas. Therefore, for teachers today, both in ELA and across the curriculum, NCLB is harming teachers, their practice and their long-term commitment to the teaching profession.read more
Citations
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Beginning to untangle the strange coupling of power within a neoliberal early education context
TL;DR: This article examined how a sample of early educators in the USA responded to a set of neoliberal reforms in their pre-kindergarten teaching context, revealing the subtlety of these policies in overtaking their attempts to resist them.
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Restoring purpose: applying Biesta’s three functions to the Melbourne Declaration
TL;DR: This article used Biesta's three purposes (qualification, socialisation, and subjectification) as an interpretive framework to identify the functions as embedded in the key Australian educational document: the Melbourne Declaration.
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Unsettling the ‘Challenge’: ELT Policy Ideology and the New Breach Amongst State-funded Schools in Colombia
TL;DR: The authors examines the ideologies present in Colombian official policy for English language teaching (ELT) and traces the links between governmental planning for state-funded schools and ELT, and examines the relationship between ELT and state-provided education.
References
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Journal ArticleDOI
High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis
TL;DR: The authors analyzed 49 qualitative studies to examine how high-stakes testing affects curriculum, defined here as embodying content, knowledge form, and pedagogy, finding that curricular content is narrowed to tested subjects, subject area knowledge is fragmented into test-related pieces, and teachers increase the use of teacher-centered pedagogies.
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The Changing Roles of Teachers in an Era of High-Stakes Accountability
Linda Valli,Daria Buese +1 more
TL;DR: This article examined the impact of federal, state, and local policies on the roles that elementary school teachers are asked to assume inside and outside the classroom, and found that role expectations increased, intensified, and expanded in four areas: instructional, institutional, collaborative, and learning.
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Assessing No Child Left Behind and the Rise of Neoliberal Education Policies
TL;DR: The authors argue that No Child Left Behind and other education reforms promoting high-stakes testing, accountability, and competitive markets continue to receive wide support from politicians and public figures, and educators need to question whether neoliberal approaches to education should replace the previously dominant social democratic approaches.
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School reform and transitions in teacher professionalism and identity
TL;DR: In this article, transitions in the operational definitions of professionalism over the last 20 years will be discussed, as a consequence of (imposed) changes in the control of curriculum and assessment and increased measures of public accountability.
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The Narrowing of Curriculum and Pedagogy in the Age of Accountability Urban Educators Speak Out
TL;DR: This article found that teachers find their personal and professional identity thwarted, creativity and autonomy undermined, and ability to forge relationships with students diminished, all critical factors in their expressed job satisfaction, which may exacerbate new teacher attrition, especially from schools serving low-income students.