A Kind of Twilight: How Do Teachers of English at Key Stage 3 Respond to the Requirement to Prepare Their Students for SATs?

Autor/in	Yarker, Patrick
Titel	A Kind of Twilight: How Do Teachers of English at Key Stage 3 Respond to the Requirement to Prepare Their Students for SATs?
Quelle	In: FORUM: for promoting 3-19 comprehensive education, 48 (2006) 3, S.247-256 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-8253
DOI	10.2304/forum.2006.48.3.247
Schlagwörter	Professional Autonomy; High Stakes Tests; National Curriculum; Foreign Countries; Interviews; Educational Assessment; Student Evaluation; Secondary Education; English Teachers; English Instruction; Teaching Conditions; Beliefs; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Berufsfreiheit; Ausland; Interviewing; Interviewtechnik; Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Sekundarbereich; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; English langauage lessons; Lehrbedingungen; Unterrichtsbedingungen; Belief; Glaube
Abstract	This article presents extracts from interviews with 14 teachers of English. It indicates some of the tensions which result for such teachers from having to prepare Year 9 students for the "national" tests in English toward the end of Key Stage 3. These are high-stakes tests: they supply the means to compile school "league tables" and the material by which authorities judge whether schools, departments and individual teachers have met given targets. For teachers, readying students for Standard Assessment Tasks (SATs) can entail confronting in a sustained way the extent and depth of the loss of professional autonomy. Teachers speak of the costs of complying with and adapting to the requirement while attempting to maintain their convictions. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10