This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Graham Hall, Jeremy A. Krause, Linnea Van Eman, David Shriberg, Diane Cummings Persellin, Len S. Litowitz, Annette Sassi, Kerri Ullucci, Jerilyn Thorman, and Barbara Scott Nelson.
(2007). What Math Teachers Need Most, Education Digest: Essential Readings Condensed for Quick Review. The combination of new instructional methods and new accountability pressures puts many in a quandary in evaluating math instruction. There is much for principals to learn about how and under what conditions new instructional methods work in math classrooms, how to support teachers as they develop new instructional skills, and how to integrate a commitment to high-quality math instruction with the demands of high-stakes testing. But the foundation for all of these is listening carefully and knowledgeably to students' mathematical thinking. This article offers some instructional strategies principals may wish to look for in their teachers' classrooms. Ideas for observing and making judgments about mathematics instruction are also presented. [More] Descriptors: Teaching Methods, Mathematics Teachers, Educational Strategies, Principals
(2007). Policies, Practices, and Promises: Challenges to Early Childhood Music Education in the United States, Arts Education Policy Review. The United States has achieved nearly universal access to education and has witnessed a phenomenal growth in the number of children who attend child care programs. In addition, researchers and practitioners are making notable advances in the field of early childhood music. Many preschools, however, feel pressure to accelerate learning for young children to prepare them for high-stakes testing in the elementary schools at the expense of early childhood music programs. In this article, the author looks at policies that have impacted early childhood music education practices, examines challenges that No Child Left Behind and other policies present, and presents promising practices and future recommendations for early childhood music. [More] Descriptors: Early Childhood Education, Music Education, Music, Federal Legislation
(2016). The Relations among Mathematics Anxiety, Gender, and Standardized Test Performance, Research in the Schools. Mathematics anxiety typically involves apprehension toward activities that require computation, which can lead to complications in every-day-life activities (Ashcraft, 2002). Mathematics anxiety also has become accepted as an issue associated with academic success for both children and adults (Ashcraft, 2002; Ashcraft & Moore, 2009; Beilock, Gunderson, Ramirez, & Levine, 2010; Harms, 2012; Hembree, 1990; Ma, 1999; Schar & Kirk, 2001). High-stakes, standardized testing provides fertile ground for increased mathematics anxiety; therefore, the relationship between mathematics anxiety and performance on standardized tests merits further research. The current study sought to investigate the nature of relations among mathematics anxiety, gender, and standardized test performance. Participants (n = 73 undergraduate teacher candidates) were asked to complete the Short Mathematics Anxiety Rating Scale (SMARS) (Alexander & Martray, 1989). The reported study was based on a quantitative approach and involved a two (mathematics anxiety: high vs. low) by two (gender: male vs. female) factorial design. Results showed that participants with high levels of mathematics anxiety had significantly lower Scholastic Aptitude Test (SAT) scores than did those with low levels of mathematics anxiety. As well, there was a moderate negative correlation between self-reported anxiety levels and scores on the mathematics portion of the SAT. Results failed to show a relationship between gender and either SAT scores or mathematics anxiety. Further, results showed no evidence of a gender by mathematics interaction on SAT performance. These results are discussed as they relate to college admissions, specifically, in the field of teacher education. [More] Descriptors: Undergraduate Students, Preservice Teachers, Mathematics Anxiety, Gender Differences
(2013). Garth Boomer through an American's Eyes, English in Australia. John Mayer, Adjunct Professor of English Education at Lehman College, City University of New York, and Professor Emeritus of English Education at New York University, begins by saying that he still Misses Garth Boomer, and has known no other friend or colleague with whom he has had more stimulating professional and personal conversations. Garth Boomer, Australia's very distinguished English educator, challenged the status quo for many years and he consistently encouraged colleagues to do the same. Boomer is described in this article as a passionate supporter of those teachers who were able to reach and teach kids through heart and mind. The author puts his memories of Garth Boomer into an American context by sharing memories of Boomer's leadership and support, as he urged the profession to break free of the tidal wave of high-stakes standardised testing which was getting underway and still shows no signs of abating today. [More] Descriptors: College Faculty, English Instruction, Foreign Countries, Teaching Methods
(2013). Personnel Allocation in Middle Schools in the State of New Jersey: An Examination of School Context, Accountability Pressure, and Teacher Assignments, ProQuest LLC. The key focus of the No Child Left Behind Act of 2001 was to improve public education for all students in the United States, with an emphasis on closing the achievement gap between advantaged and disadvantaged students (Kantor & Lowe, 2006; Linn, Baker & Betebenner, 2002). The notion behind NCLB, to close the achievement gap, was praised, even by the Act's opponents (Kantor & Lowe, 2006; Hursh, 2007). However, the methods and systems mandated by the Act to meet this goal were met with controversy, as were the studies and data that supported the system of high-stakes testing for driving gains in student achievement (Ellis, 2007; Hursh, 2007; Jones, 2007; Karen, 2005; Linn, Baker & Betebenner, 2002; Nelson et al., 2007; Nichols, 2007; Roach & Frank, 2007; Vasquez-Heilig & Darling-Hammond, 2008). Many unforeseen consequences have occurred that are likely a result of the individual states adopting and enforcing high-stakes testing programs as mandated by NCLB. The narrowing of the curriculum (Dillon, 2006; Ellis, 2007; Hursh, 2007; Jones, Jones, & Hargrove, 2003; Kohn, 2000; Kozol, 2005; McNeil, 2000), an increased focus on basic-skills only education (Booher-Jennings, 2005; Ellis, 2007; Kohn, 2000), the reduction of attention and time devoted to non-tested subject areas (Dillon, 2006; Kantor & Lowe, 2006; Marx & Harris, 2006; Parsad & Spiegelman, 2012; Winstead, 2011), and the elimination of low-performing students from school (Kohn, 2000; Nichols & Berliner, 2008; Vasquez-Heilig & Darling-Hammond, 2008) have all been observed and documented. Some researchers have reported the extreme; that NCLB has led to a widening of the achievement gap between white and non-white students (Hursh, 2007) and has decreased the quality and availability of education to minority students, low-income students, and students in schools which struggle to meet federal NCLB benchmark scores (Kohn, 2000; Vasquez-Heilig & Darling-Hammond, 2008). The results and implications of these findings are a cause for concern. This dissertation addresses the need for additional research into this area by adding to the knowledge base that currently exists relating to the study of personnel resource allocations of school districts in different "contexts", or demographic situations (Brent, Roellke, and Monk 1997; Monk and Hussain, 2000; Baker, 2003; Sipple & Killeen, 2004; Killeen & Sipple, 2005; Baker, 2012). The goal of this research was to uncover data trends in staff resource allocation patterns in the three hundred and two middle schools in the state of New Jersey. Descriptive statistics relating to staff resource allocation in sixteen different curricular areas in four socioeconomic status context groups and four accountability pressure context groups were examined. The data gathered for this study supports the above-stated claims that NCLB has negative unintended side effects which may actually decrease the quality and robustness of the public education offered to all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: Middle Schools, Resource Allocation, School Personnel, Accountability
(2009). Addressing Mathematics Literacy through Technology, Innovation, Design, and Engineering, Technology Teacher. In an era when so much emphasis is being placed on the high-stakes standardized testing of fundamental subjects such as reading, writing, and math, it makes sense to demonstrate the role technology educators play in developing such fundamental knowledge and skills in youth. While the author believes that technology education contributes to the development of all fundamental skills, this article addresses the contributions that technology, innovation, design, and engineering subject matter plays in the development of students' mathematical skills. [More] Descriptors: Standardized Tests, Innovation, Engineering, Basic Skills
(2009). How We Define Success: Holding Values in an Era of High Stakes Accountability, Schools: Studies in Education. In the current climate of high stakes testing and tough love rhetoric, many educational stakeholders have become increasingly reliant on standardized test scores to determine whether or not individual students, teachers, and schools–and even entire districts and states–are successful. In contrast to the black and white picture that test-driven data often paint, however, a diversity of high-functioning, innovative schools exists around the country whose standards do not mesh with the values inherent in high stakes accountability mandates. The story that follows highlights this clash of values by documenting how the staff in one Boston pilot school has struggled to maintain its own high standards while also responding to often conflicting state and federal accountability mandates. [More] Descriptors: Standardized Tests, Accountability, Values, Educational Principles
(2009). Unraveling the Myths of Accountability: A Case Study of the California High School Exit Exam, Urban Review: Issues and Ideas in Public Education. Believing that accountability could be a vehicle for change, the California Department of Education (CDE) requires all high school students to pass the California High School Exit Exam (CAHSEE) in order to graduate. In doing so, California joins many others states in mandating a high school exit exam as a current or future requirement for graduation. In this essay, the authors will argue that this testing approach to school change is based on myths about the role of assessment, the information testing can provide and the impact high stakes testing has on urban schools. Although California is the focus of this analysis, these issues are salient across the county. Testing as a solution to poor student achievement is based on faulty assumptions. It is these assumptions this piece seeks to address. [More] Descriptors: Urban Schools, High Schools, Testing, Exit Examinations
(2009). Developing Who I Am: A Self-Determination Theory Approach to the Establishment of Healthy Identities, Educational Psychologist. According to traditional theories of identity development, exploration of one's potentials and commitment to a coherent set of values, goals, and behaviors are important to healthy identity development. In this article, I examine how the Self-determination Theory framework provides an understanding of motivational processes that influence these identity concepts of exploration and commitment. Specifically, I review evidence that suggests that the concept of basic psychological needs frames the development of identity through processes of intrinsic motivation and internalization and that need support for these processes by important relationship partners may facilitate outcomes, including academic interest, engagement, and achievement, as well as overall well-being. Finally, I provide a glimpse of potential future directions of research, particularly emphasizing the role of need support when identity is in flux (e.g., reactivated exploration either by self-directed or environmentally prompted events) or when challenged by macrolevel social pressures, such as high-stakes testing in education. [More] Descriptors: Psychological Needs, Self Concept, High Stakes Tests, Self Determination
(2005). The Politics of High-Stakes Testing, Education Digest: Essential Readings Condensed for Quick Review. A troubling reality in today's political climate is that many political leaders actually believe that the best way to change schools is through an "end of a gun barrel" approach, rather than by building consensus. In this article, the author examines the reality of high-stakes testing from several perspectives, including the politics of coercion, politics of performance, and the politics of perception. The author discusses that high-stakes testing is a politically charged issue that has had a tremendous impact on the way schools operate; however, teachers must not be afraid to keep their perspective and must encourage a healthy, honest dialogue about the role of testing and engage in political debate. [More] Descriptors: High Stakes Tests, Politics of Education, Educational Policy, Educational Practices
(2010). International English Language Testing: A Critical Response, ELT Journal. Uysal's article provides a research agenda for IELTS and lists numerous issues concerning the test's reliability and validity. She asks useful questions, but her analysis ignores the uncertainties inherent in all language test development and the wider social and political context of international high-stakes language testing. In this response, I suggest there is ample evidence that, in the normal course of its test development and review processes, IELTS is aware of and addressing problematic issues in its testing as they arise. However, I also argue that to address some of the issues arising from Uysal's discussion, we need to take a broader perspective and examine the social, economic, and political dimensions of international high-stakes English language testing. [More] Descriptors: Testing, Language Tests, English, High Stakes Tests
(2013). The Impacts of Grade Retention: Benefits and Challenges Perceived by Retained Middle School Students, ProQuest LLC. No Child Left Behind legislation and high stakes testing have increased the pressure for public schools to ensure academic achievement for all students. Each year, a large number of students do not demonstrate adequate achievement and are retained to repeat the grade level. The large number of students retained is an indication that the system does not work for a large portion of American students. The impacts of retention and whether it is a beneficial or harmful practice has been debated for years. There is much literature written about grade retention, however, there is little research about the experiences of students who have been retained and how they experience learning within the school system. This interpretive phenomenological analysis (IPA) study explored the lives of four students who were retained at a Pennsylvania middle school in order to describe their experiences with retention and uncover the impacts of the intervention that can only be seen by those who have lived it. By giving retained students a voice, this study answered the research question: What characterizes the experiences and responses of students who were retained in a Pennsylvania middle school? IPA methodology was selected as the most effective way to explore the individual experiences of the participants. Data was collected through four in depth interviews over a three-month period. Their experiences, challenges and achievements were portrayed from the perspectives of the participants. Each case was analyzed and written as a narrative, using verbatim quotes, depicting the story and voice of each participant. A cross-case analysis identified emergent themes that described the essence of the experience for the group as a whole. These themes were used to reflect back and provide answers to the research questions. By giving this population of students a voice, this study revealed what it is like to be a retained student and the impacts of the intervention through the eyes of the individuals who have experienced it. This study found that students display an internal conflict when it comes to whether grade retention is a helpful or harmful practice. For the participants in this study, the topic of grade retention cannot simply be described as good or bad. The implications from this study revealed that student failure is not the result of academic struggles as much as it is the result of a combination of a student's place as well as their emotional and mental maturity. Place refers to the variables that are unique for each student, such as their race, gender, socioeconomic status, etc. A student's place directly impacts their academic motivation and their successes and failures at school. This study also found that student failures are an indication that the school system itself is failing. The current school structure, high stakes testing, and education reform focused on standardization is not effective for this population of students. The findings of this study call for educational reform by raising structural concerns that schools must address. This study serves as a springboard to promote dialogue among educators. The findings reveal that school leaders need to drastically change the structure of the current school system to better meet the needs of this student population. This study questions educational reform such as No Child Left Behind, and the standardization of United States schools. Lastly, this study proves the importance of listening to the voices of students. Their perspectives provided valuable insight into the educational system that is critical when making educational decisions. Ideas for future research conclude this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: Grade Repetition, Middle School Students, Phenomenology, Intervention
(2016). The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice. Oxford Studies in Comparative Education, Symposium Books. The past thirty years have seen a rapid expansion of testing, exposing students worldwide to tests that are now, more than ever, standardized and linked to high-stakes outcomes. The use of testing as a policy tool has been legitimized within international educational development to measure education quality in the vast majority of countries worldwide. The embedded nature and normative power of high-stakes standardized testing across national contexts can be understood as a global testing culture. The global testing culture permeates all aspects of education, from financing, to parental involvement, to teacher and student beliefs and practices. The reinforcing nature of the global testing culture leads to an environment where testing becomes synonymous with accountability, which becomes synonymous with education quality. Underlying the global testing culture is a set of values identified from the increasing literature on world culture. These include: education as a human right, academic intelligence, faith in science, decentralization, and neoliberalism. Each of these values highlights different aspects of the dialogue in support of high-stakes standardized testing. The wide approval of these values and their ability to legitimate various aspects of high-stakes testing reinforces the taken-for-granted notion that such tests are effective and appropriate education practices. However, a large body of literature emphasizes the negative unintended consequences — teaching to the test, reshaping the testing pool, the inequitable distribution of school resources and teachers' attention, and reconstructing the role of the student, teacher, and parent — commonly found when standardized, census-based tests are combined with high-stakes outcomes for educators or students. This book problematizes this culture by providing critical perspectives that challenge the assumptions of the culture and describe how the culture manifests in national contexts. The volume makes it clear that testing, per se, is not the problem. Instead it is how tests are administered, used or misused, and linked to accountability that provide the global testing culture with its powerful ability to shape schools and society and lead to its unintended, undesirable consequences. Contents include: (1) An Introduction to the Global Testing Culture (William C. Smith); (2) A Perfect Storm: The political economy of community-based management, teacher accountability and impact evaluations in El Salvador and the global reform agenda (D. Brent Edwards, Jr.); (3) Legitimacy, State-Building and Contestation in Education Policy Development: Chile's involvement in cross-national assessments (Rie Kijima and Jane Leer); (4) Teaching the World that Less is More: Global education testing and the Finnish national brand (Hilla Aurén and Devin Joshi); (5) Student Achievement and PISA Rankings: Policy effects or cultural explanations? (Ji Liu); (6) Measuring Learning Outcomes and Education for Sustainable Development: The new education development goal (Angeline M. Barrett); (7) The International Space of the Danish Testing Community in the Post-War Years (Karen E. Andreasen and Christian Ydesen); (8) Facilitating Student Learning: A comparison of classroom and accountability assessment (Sumera Ahsan and William C. Smith); (9) Beyond the Large-Scale Testing of Basic Skills: Using formative assessment to facilitate student learning (Rená¬Åta Tichá¬Å and Brian Abery); (10) Questioning across the Spectrum: Pedagogy, selection examinations and assessment systems in low-income countries (Anthony Somerset); (11) An Evaluation of How the "Policies of K-12 Testing" Impact the Effectiveness of Global Testing Programs (Sean W. Mulvenon and Sandra G. Bowman); (12) How Much Stakes for Tests? Public Schooling, Private Tutoring and Equilibrium (Mariam Orkodashvili); (13) Testing and School Reform in Danish Education: An analysis informed by the use of "the dispositive" (Kristine Kousholt and Bjørn Hamre); (14) South Korea's Accountability Policy System and National Achievement Test (Pearl J. Chung and Hyeonwoo Chea); (15) The Discursive Hold of the Matric: Is there space for a new vision for secondary education in South Africa? (David Balwanz); and (16) Accountability, Municipal Capacity and the Use of Data: A case study of Sweden (Tracey Burns, Patrick Blanchenay and Florian Köster). [More] Descriptors: International Assessment, Testing, Educational Policy, High Stakes Tests
(2007). The Balancing Act: Arts Integration and High-Stakes Testing, Journal for Learning Through the Arts. This study describes three teachers and their experiences of an arts-integration reform model amidst the high-stakes accountability movement. Their struggle to practice arts integration within their school district, a culture in which high-stakes testing is prioritized is described by way of a circus metaphor. Through the theoretical lens of Self Determination Theory (SDT), we use our metaphor to uncover a circus whose performance rings are guided by three ringmasters or school administrators who have different management styles and expectations for achieving district mandates. When examining the data, we found that the way in which each school responds to the high-stakes testing demands seems to have a direct relationship to the level of teacher self-regulation. The teachers are described thematically as Susie, characterized as Cracking the Whip, who exhibits controlled, externally-regulated motivation; Mary, identified as Walking the Tightrope, represents self-regulation through identification; and Fiona, described as Flying the Trapeze, displays an integrated self-regulatory style. [More] Descriptors: High Stakes Tests, Art, Art Education, Self Determination
(2007). The School Psychologist as Leader and Change Agent in a High-Stakes Era, Journal of Applied School Psychology. School psychologists are well prepared to provide leadership in an era when gathering and interpreting data is center-stage in education reform. The leadership literature is not well known in school psychology and a summary of major leadership theories pertinent to the practice of school psychology is provided. Strategies for leading change in a high stakes testing climate are provided through case studies of two school psychologists who have assumed leadership roles in advocating for fair, effective, and comprehensive uses of data with children. [More] Descriptors: School Psychologists, Change Agents, Educational Change, School Psychology