The Effects of High Stakes Testing on Teachers in NJ

Autor/in	Bulgar, Sylvia
Titel	The Effects of High Stakes Testing on Teachers in NJ
Quelle	In: Journal on Educational Psychology, 6 (2012) 1, S.34-44 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-8827
Schlagwörter	High Stakes Tests; Standardized Tests; Conflict; Mathematics Instruction; Inquiry; Active Learning; Discovery Learning; Problem Solving; Suburban Schools; Parochial Schools; Computation; Mathematics Skills; Middle School Teachers; Middle School Students; Grade 6; New Jersey + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Konflikt; Mathematics lessons; Mathematikunterricht; Aktives Lernen; Entdeckendes Lernen; Problemlösen; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Konfessionsschule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	A great number of teachers in the United States have found themselves wrestling with an internal conflict between their teaching beliefs and a need to revert back to traditional modes of teaching in order to have their students demonstrate proficiency on high-stakes tests. While they want to include more non-traditional methods in their repertoire of teaching strategies, they fear that in implementing these methodologies their students will not be prepared for success on standardized testing. This paper examines why teachers experience this conflict, even when they have a commitment to non-traditional teaching strategies. Additionally, the data that is presented will demonstrate that students can and do develop computational skill, a necessity for achievement on standardized tests, in a learning environment that fosters inquiry, discovery and problem-solving. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01