Teachers and Tests: Exploring Teachers' Perceptions of Changes in the New York State Testing Program

Creator

S. G. Grant

Files

Publisher

Arizona State University, University of South Florida

Publication Date

February 2000

Abstract

How do teachers change their pedagogical practices? While many current initiatives seek to raise educational standards and improve student academic performance, there is a curious gap in national and state reforms. Considerable attention is given to defining higher expectations for what students will know and be able to do, yet little attention is given to how teachers should learn new pedagogical ideas and practices. This exploratory study uses focus group interview data collected over two years to examine how cross-subject matter groups of elementary and secondary New York State teachers respond to one way of learning to change their classroom practices: state-level testing. ...

Keywords

Educational evaluation, Educational change

Extent

28

Geographic Location

New York

Volume

8

Issue

14

Language

English

Media Type

Journals (Periodicals)

Format

Digital Only

Identifier

E11-00158

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Grant, S. G., "Teachers and Tests: Exploring Teachers' Perceptions of Changes in the New York State Testing Program" (2000). Education Policy Analysis Archives (EPAA). 37.
https://digitalcommons.usf.edu/usf_EPAA/37