de-testing and de-grading schools. Authentic Alternatives to Accountability and Standardization. Counterpoints. Studies in the Postmodern Theory of Education 492.

Bower, Joe and P.L. Thomas (Eds.):

ISBN 10: 1433130580 / ISBN 13: 9781433130588

Editore: Bern: Lang, 2016

Riguardo questo articolo

VIII, 305 S. NCLB's Lost Decade for Educational Progress: What Can We Learn from This Policy Failure? Lisa Guisbond with Monty Neill and Bob Schaeffer -- Assessment and Quality: Policy-Steering and the Making of a Deus ex Machina. Fernando F. Padró, Michael F. Hawke, and Laurie M. Hawke -- Technocratic Groupthink Inflates theTesting Bubble. Anthony Cody -- America's Obsessive-Assessment Disorder. Lawrence Baines and Rhonda Goolsby-Smith -- Solidarity and Critical Dialogue: Interrupting the Degradation of Teacher Preparation. Julie A. Gorlewski and David A. Gorlewski -- Feeding the World = Reading the World: Let Them Eat Tests. Morna McDermott -- Chapter Seven: Bubble in B for Boredom. Richard Mora -- Reconciling Student Outcomes and Community. Self-Reliance in Modern School Reform Contexts. Brian R. Beabout and Andre M. Perry -- Role of Assessment in Empowering/Disempowering. Students in the Critical Pedagogy Classroom. David L. Bolton and John M. Elmore -- "How Long Does This Have to Be?": Confronting the Standardization of Writing Instruction with Teachers in National Writing Project Invitational Summer Institutes. Christian Z. Goering -- Telling Time with a Broken Clock: Moving Beyond Standardized Testing. Joe Bower -- The Grading Mousetrap: Narcissism, Abjection, and the Politics of Self-Harm. John L. Hoben -- Leadership Denied: Principal as Compliance Officer. Arnold Dodge, Ruth Powers Silverberg, and Katie Zahedi -- Journey into Ungrading. Hadley J. Ferguson -- An Oath to Stop Degrading Students: A Story of De-grading an Elementary Classroom. Jennifer Magee and Mark Dziedzic -- De-grading Writing Instruction: Closing the "Considerable Gap". P. L. Thomas -- One Week, Many Thoughts. Brian Rhode -- Striving Toward Authentic Teaching for Social Justice: Additional Considerations. Lisa William-White -- Yes, to Be Clear, I Am Anti-testing, Anti-grading. P. L. Thomas. ISBN 9781433130588 Sprache: Englisch Gewicht in Gramm: 428 Revised education. New introdcution by Rick Wormeli.

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Dati bibliografici

• Titolo: de-testing and de-grading schools. Authentic Alternatives to Accountability and Standardization. Counterpoints. Studies in the Postmodern Theory of Education 492.
• Editore: Bern: Lang
• Data di pubblicazione: 2016
• Lingua: Inglese
• ISBN 10: 1433130580
• ISBN 13: 9781433130588
• Rilegatura: Originalbroschur.
• Condizione: Wie neu
• Peso: 428 grammi
• Cataloghi dei venditori:
  • Pädagogik

Descrizione articolo

Riassunto

A century of education and education reform, along with more than three decades of high-stakes testing and accountability, reveals a disturbing paradox: education has a steadfast commitment to testing and grading. This commitment persists despite ample research, theory, and philosophy revealing the corrosive consequences of both testing and grading in an education system designed to support human agency and democratic principles. This revised edited volume brings together a collection of updated and new essays that confronts the failure of testing and grading. The book explores the historical failure of testing and grading; the theoretical and philosophical arguments against testing and grading; the negative influence of tests and grades on social justice, race, class, and gender; and the role that they play in perpetuating a deficit perspective of children. The chapters fall under two broad sections. Part I, Degrading Learning, Detesting Education: The Failure of High-Stake Accountability in Education, includes essays on the historical, theoretical, and philosophical arguments against testing and grading. Part II, De-Grading and De-Testing in a Time of High-Stakes Education Reform, presents practical experiments in de-testing and de-grading classrooms for authentic learning experiences.

Informazioni sull?autore

Joe Bower was a teacher in Red Deer, Alberta, Canada. He spent ten years teaching grade eight language arts and science in a middle school, and then served as a special education teacher in a children’s psychiatric assessment unit. View his work at www.joebower.org and @joe_bower.
P. L. Thomas, Professor of Education (Furman University, Greenville, South Carolina), taught high school English in rural South Carolina before moving to teacher education. He is currently a column editor for English Journal (National Council of Teachers of English) and series editor for Critical Literacy Teaching Series: Challenging Authors and Genres. Follow his work at https://radicalscholarship.wordpress.com/ and @plthomasEdD.