(DOWNLOAD) "Promoting Equity and Accountability in Multicultural Classrooms: Pre-Service Teachers Use Student Work to Evaluate the Impact of Standards-Based Instruction on Student Learning." by Journal of Thought # eBook PDF Kindle ePub Free
eBook details
- Title: Promoting Equity and Accountability in Multicultural Classrooms: Pre-Service Teachers Use Student Work to Evaluate the Impact of Standards-Based Instruction on Student Learning.
- Author : Journal of Thought
- Release Date : January 22, 2005
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 231 KB
Description
In the United States there has been a growing preoccupation with standardized testing as the measure of educational quality, particularly since the government focused on student achievement with publication of A Nation at Risk (NCEE, 1983). The implementation of No Child Left Behind Act has added high stakes to the national preoccupation with testing (NCLB, 2002). As public school students take more group administered standardized tests each year, official communications imply that universal testing will assure equal educational access and opportunity to all students (NCLB). Others argue that universal testing raises serious questions related to equity (AERA, 2000; Dorn, 2003; FairTest, 1997; Meier, 2003; Orfield, 2004). Equity and accountability can be promoted in the nation's classrooms through multiple means of assessment tied to the objectives of daily instruction and to the examination of student work (Banks, 1994; Darling- Hammond, 1997a, 2000, 2002a; Ladson-Billings, 1994; Meier 2003). National accreditation of teacher education programs that provide evidence of teacher competency in instruction and assessment is a research-based approach to foster student learning (Darling-Hammond 2000, 2002a).
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