Teachers Voices Interpreting Standards

dc.creator	Leo C. Rigsby
dc.creator	Elizabeth K. DeMulder
dc.date	2003-11-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:05:11Z
dc.date.available	2015-07-20T22:05:11Z
dc.identifier	1068-2341
dc.identifier	https://doaj.org/article/ff3e49624d724effbe66e1b18ba0c7d5
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/9579
dc.identifier.uri	https://doaj.org/article/ff3e49624d724effbe66e1b18ba0c7d5
dc.description	The State of Virginia has adopted state-mandated testing that aims to raise the standards of performance for children in our schools in a manner that assigns accountability to schools and to teachers. In this paper we argue that the conditions under which the standards were created and the testing implemented undermine the professionalism of teachers. We believe this result has the further consequence of compromising the critical thinking and learning processes of children. We argue this has happened because teachers’ views and experiences have driven neither the setting of standards nor the assessment of their achievement. We use data from essays by teachers in an innovative masters program to compare teachers’ experiences involving the Virginia Standards of Learning with ideal standards for professional development adopted by the National Board for Professional Teaching Standards. We argue that there are serious negative consequences of the failure to include dialogue with K-12 teachers in setting standards and especially in the creation of assessments to measure performances relative to the standards. We believe the most successful, honest, and morally defensible processes must be built on the experience and wisdom of classroom teachers.
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Arizona State University
dc.relation	http://epaa.asu.edu/ojs/article/view/272
dc.relation	https://doaj.org/toc/1068-2341
dc.rights	CC BY
dc.source	Education Policy Analysis Archives, Vol 11, p 44 (2003)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Teachers Voices Interpreting Standards
dc.type	Article