Framing teaching and teachers? National board English language arts certification in the US.

dc.creator	Delandshere, G.
dc.creator	Petrosky, A.R.
dc.date	2001-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:20:26Z
dc.date.available	2015-07-20T22:20:26Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/bbf0b9f29b144b84b635c08674dba48b
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20093
dc.description	In this paper we examine how professional teaching standards, their assessment machinery, and the ideas of authority, expertise, and certainty they represent, regulate teaching knowledge in ways that keep teachers from engaging in the intellectual work necessary for the development of new understanding about teaching. To examine the tenability of this assertion, we consider the case of the National Board for Professional Teaching Standards and the assessment it has put in place in the U.S. for the purpose of awarding national board certification to accomplished teachers. We chose, as a specific example, the Early Adolescence/English Language Arts standards and assessment which were developed for the national certification of English teachers who teach students ages 11–15. We first locate the assessment process and activities within the broader context of the standards-based reform in the US. We then examine the assessment requirements for English teachers and the representations of English language arts teaching these contain through an analysis of the practice activities recommended by the board, the actual assessment tasks, and the scoring system and rubrics used to evaluate the performance. Finally, as the standards and the assessment process were explicitly designed to improve teaching, we consider issues relevant to teachers’ autonomy and the subtle and not so subtle ways in which the assessment imposes a frame on teachers’ thinking and understanding of their work.
dc.language	English
dc.publisher	Springer
dc.relation	http://l1.publication-archive.com/next?cont=SWKfLa7gsdY=
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 1, Iss 2, Pp 115-133 (2001)
dc.subject	professionalization
dc.subject	reform policy
dc.subject	teacher assessment
dc.subject	teacher autonomy
dc.subject	teaching knowledge
dc.subject	teaching standards
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Framing teaching and teachers? National board English language arts certification in the US.
dc.type	article