Minding the gate: Challenges of high-stakes assessment and literacy teacher education
Abstract
As four teacher educators teaching a course associated with state-mandated assessment of literacy subject matter knowledge and instructional practices, we conducted a self-study of our experiences. In this article, we describe how high-stakes assessment further compounds the problematic nature of teaching and learning literacy in coursework. We discuss challenges associated with curriculum, instruction, assessment, and the social milieu of the course, as well as the ways that we have dealt with these challenges. Implications for teacher educators are discussed, as we all must deal with important issues in this era of accountability.
Reference
Martin, S. D., Chase, M., Cahill, M. A., & Gregory, A. E. (2011). Minding the gate: Challenges of high-stakes assessment and literacy teacher education. New Educator, 7, 352-370. doi: 10.1080/1547688X.2011.619949
Journal
New Educator
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
Preservice Sample Size
0
Other Participant Data
Duration of Data Collection
Data Sources
Data Analysis Tools
- Collaborative analysis
- Constant comparative analysis
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own practices)
Research Questions
How does high-stakes assessment further compound the problematic nature of teaching and learning literacy in coursework?
Is this research question explicit from the manuscript? Combination