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Test/imonies of North Carolina eleme...

Diener, Mary Lou.

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Test/imonies of North Carolina elementary teachers searching for hope in a time of high-stakes testing.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Test/imonies of North Carolina elementary teachers searching for hope in a time of high-stakes testing./
作者:	Diener, Mary Lou.
面頁冊數:	183 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0814.
Contained By:	Dissertation Abstracts International65-03A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3126777

Test/imonies of North Carolina elementary teachers searching for hope in a time of high-stakes testing.
Diener, Mary Lou.

Test/imonies of North Carolina elementary teachers searching for hope in a time of high-stakes testing. - 183 p.

Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0814.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2004.

As teachers, students and schools are increasingly measured by standardized tests, this project investigates where teachers find hope and strength in their work. I present a qualitative dissertation that examines the oral narratives of seven women elementary teachers. All of the texts are to be understood within the context of the North Carolina accountability plan, "The ABC's of Public Education" and the more recent federal mandates of "No Child Left Behind" legislation.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Test/imonies of North Carolina elementary teachers searching for hope in a time of high-stakes testing.
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520 $a As teachers, students and schools are increasingly measured by standardized tests, this project investigates where teachers find hope and strength in their work. I present a qualitative dissertation that examines the oral narratives of seven women elementary teachers. All of the texts are to be understood within the context of the North Carolina accountability plan, "The ABC's of Public Education" and the more recent federal mandates of "No Child Left Behind" legislation.
520 $a The literature review explores the multiple and often competing agendas for public education. A history of standardized tests from their creation to present day uses is included to offer insight to the power that tests are given in contemporary society.
520 $a I collected the narratives through face-to-face interviews in 2002 and transcribed them in their entirety. The participants were asked to tell their life stories as teachers. The transcripts were analyzed for conunon themes. The stories were organized into those teachers who used hopeful language and those who used a language of complaint. The teachers who spoke in hopeful terms consciously attend to a social curriculum and exercise personal agency. The teachers who can be described as melancholy believe there to be a scarcity of desired variables ("good" students, "supportive" administrators, materials and/or power to make decisions) that are controlled by outside forces over which they are powerless. I used the theories of Jean Anyon (1980), Pierre Bourdieu (1991), Antonio Gramsci (1940), Dwayne Hubner (1984), and Ruby Payne (2001) to interpret the narratives.
520 $a The teacher's stories in combination with my work as a school counselor contrast the lived experience of rigid standards against the assumed benefits of high stakes in elementary schools.
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