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When standardized test success repre...

Coviello, Alison Goss.

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When standardized test success represents survival: Creating opportunities for democratic participatory development in class 5-340.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	When standardized test success represents survival: Creating opportunities for democratic participatory development in class 5-340./
作者:	Coviello, Alison Goss.
面頁冊數:	247 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3516.
Contained By:	Dissertation Abstracts International71-10A.
標題:	Education, Policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3425002
ISBN:	9781124255002

When standardized test success represents survival: Creating opportunities for democratic participatory development in class 5-340.
Coviello, Alison Goss.

When standardized test success represents survival: Creating opportunities for democratic participatory development in class 5-340. - 247 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3516.

Thesis (Ed.D.)--Teachers College, Columbia University, 2010.

In many of today's public school classrooms serving students from low-income and minority backgrounds, high-stakes standardized testing overwhelmingly drives both the explicit and implicit curricula. Accordingly, the lessons that children in these classrooms may learn about valid knowledge and knowers, collaboration, or personal and collective agency are likely to oppose the types of critical thinking skills, habits of thought and action, and self-confidence that are necessary for powerful participation in our democracy. In an attempt to address this paradox, I explore what happens when opportunities for democratic participatory learning are established in my own fifth grade classroom.

ISBN: 9781124255002Subjects--Topical Terms:

1669130
Education, Policy.

When standardized test success represents survival: Creating opportunities for democratic participatory development in class 5-340.
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500 $a Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3516.
500 $a Adviser: Frances Schoonmaker.
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520 $a In many of today's public school classrooms serving students from low-income and minority backgrounds, high-stakes standardized testing overwhelmingly drives both the explicit and implicit curricula. Accordingly, the lessons that children in these classrooms may learn about valid knowledge and knowers, collaboration, or personal and collective agency are likely to oppose the types of critical thinking skills, habits of thought and action, and self-confidence that are necessary for powerful participation in our democracy. In an attempt to address this paradox, I explore what happens when opportunities for democratic participatory learning are established in my own fifth grade classroom.
520 $a Anchored in critical liberatory pedagogy, three questions guide this inquiry: (1) Within a context of high-stakes standardized testing, what opportunities can be established for democratic participatory education? What happens in my classroom when these openings are created?; (2) What meanings do my students make from their classroom experiences over the course of the school year?; and (3) As I attempt to simultaneously provide opportunities for democratic participatory development in my fifth grade public school classroom and prepare my students for standardized test success, what tensions do my students experience? How do they negotiate the tensions that emerge or the contradictory messages about knowledge, knowers, learning, and agency that they confront?
520 $a My students' narratives of their own lived experiences constitute the heart of this study. It is these stories that enabled me to more concretely understand that my students live each day struggling to survive the obstacles that poverty presents and recognize that this standpoint of survival deeply affects their school lives. In the end, I understood that the classroom for democracy I endeavored to create not only contributed to my students' development as powerful democratic participants, but also provided them opportunities to look beyond basic survival.
520 $a This action research study is intended to offer both hope and insight to practicing educators who seek to create opportunities in their own classrooms for democratic participatory development. It is also meant to offer school outsiders, particularly policy makers, an alternate perspective on teaching and learning during an era of high-stakes standardized testing.
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