In this article, we present profiles of two high school English teachers and their classrooms as the teachers responded to mandated high-stakes test accountability. Both teachers accepted targeted professional development, strong accountability measures, vigilant specialist support, and school site leadership; both believed tests were permanent and measured important skills; and both were committed to being team players and to teaching to the test to support their low-achieving students in performing well. We describe how both teachers unwittingly stymied their own test preparation objectives, and we represent the complicated reasons for these acts as expressions of their own personal accountability. Their purposefulness in their teaching competed with and mostly took precedence over the accountability goals of their departments, schools, and districts. We represent their powerful personal commitment as an expression of their professional identities. These we represent through pastiches of the teachers’ own descriptions of their teaching. Through our descriptive narratives of their classroom practices, we illustrate relationships between their beliefs and practices, illustrating how they render test preparation to a subordinate position. The cases illustrate three interrelated dimensions for understanding why this occurs: professional accommodation, personal integration, and delegation of testing to secondary status. At the conclusion of the paper, we discuss the implications for policy and professional development.
The Collaborative Approach to Reach Everyone with Familial Hypercholesterolemia (CARE-FH) study aims to improve diagnostic evaluation rates for FH at Geisinger, an integrated health delivery system. This clinical trial relies upon implementation science to transition the initial evaluation for FH into primary care, attempting to identify individuals prior to the onset of atherosclerotic cardiovascular disease events. This paper provides the protocol for the CARE-FH study (Registered with ClinicalTrials.gov, number NCT05284513). The first phase of the project focuses on trial design, including the development of implementation strategies to deploy evidence-based guidelines. The second phase will study the intervention, rolled out regionally to internal medicine, community medicine, and pediatric care clinicians using a stepped-wedge design, and analyzing data on diagnostic evaluation rates, and implementation, service, and health outcomes.
In this article, we present profiles of two high school English teachers and their classrooms as the teachers responded to mandated high-stakes test accountability. Both teachers accepted targeted professional development, strong accountability measures, vigilant specialist support, and school site leadership; both believed tests were permanent and measured important skills; and both were committed to being team players and to teaching to the test to support their low-achieving students in performing well. We describe how both teachers unwittingly stymied their own test preparation objectives, and we represent the complicated reasons for these acts as expressions of their own personal accountability. Their purposefulness in their teaching competed with and mostly took precedence over the accountability goals of their departments, schools, and districts. We represent their powerful personal commitment as an expression of their professional identities. These we represent through pastiches of the teachers’ own descriptions of their teaching. Through our descriptive narratives of their classroom practices, we illustrate relationships between their beliefs and practices, illustrating how they render test preparation to a subordinate position. The cases illustrate three interrelated dimensions for understanding why this occurs: professional accommodation, personal integration, and delegation of testing to secondary status. At the conclusion of the paper, we discuss the implications for policy and professional development.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.