Unstandardized Measures: A Cross-Case Analysis of Test Prep in Two Urban High-Needs Fourth-Grade Classes

Autor/in	Kesler, Ted
Titel	Unstandardized Measures: A Cross-Case Analysis of Test Prep in Two Urban High-Needs Fourth-Grade Classes
Quelle	In: Elementary School Journal, 113 (2013) 4, S.488-516 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/669617
Schlagwörter	Elementary School Teachers; Grade 4; Urban Schools; Public Schools; English; Language Tests; High Stakes Tests; Context Effect; Instruction; Literacy; Test Coaching; Case Studies; Disadvantaged Schools; Classroom Environment; Instructional Materials; Testing; Test Interpretation; Language Arts; Reading Strategies; Time Factors (Learning); New York + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; English language; Englisch; Language test; Sprachtest; Teaching process; Unterrichtsprozess; Alphabetisierung; Schreib- und Lesefähigkeit; Testverfahren; Case study; Fallstudie; Case Study; Klassenklima; Unterrichtsklima; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Testdurchführung; Testen; Test analysis; Testauswertung; Sprachkultur; Reading strategy; Leselernstufe; Lesetechnik
Abstract	This article presents a cross-case analysis of two fourth-grade teachers' instruction while preparing their students for an English language arts test. Both teachers taught in high-needs urban public schools and were identified as effective teachers of balanced literacy through a multiple nomination process. This article uses situated literacy theory to consider the research question, How did the localized contexts influence both teachers' instruction during test prep? The author focuses on the theme of standardization, which emerged from the cross-case analysis, and presents findings in four categories: (a) classroom conditions, (b) test materials, (c) test administration, and (d) test results. Findings show key distinctions in the localized contexts that directly influenced both teachers' test prep. These distinctions challenge the construct of standardization that constitutes high-stakes tests and provide a far more complex view of school contexts that terms such as "urban, high-needs" conflate, with implications for research and policy. (Contains 3 notes and 6 tables.) (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10