Preservice Teachers Report the Impact of High-Stakes Testing

Gerwin, David

doi:10.3200/tsss.95.2.71-74

Cited by 17 publications

(20 citation statements)

References 9 publications

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“…Social studies instruction has never been described as dynamic at any level. Traditionally, it has consisted of memorization and regurgitation of specific facts about topics receiving minimal coverage (see Gerwin, 2004;Goodlad, 1984;Grant, 2006;Powell, Farrar, & Cohen, 1985). Teachers simply may be following instructional approaches with which they are familiar.…”

Section: Discussionmentioning

confidence: 98%

Comparing the Impact of Accountability Examinations on Mississippi and Tennessee Social Studies Teachers' Instructional Practices

Vogler

2008

HEDA

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This study compared the impact of state accountability examinations on social studies teachers' instructional practices. Data were obtained from a survey instrument given to a representative sample of Mississippi teachers who teach the same content tested on their state's high-stakes high school graduation examination and a representative sample of Tennessee teachers who teach the same content tested on their state's relatively lower stakes End-Of-Course examination. An analysis found teachers in both states using a combination of teacher-centered and student-centered instructional practices. But Mississippi teachers' use of instructional practices was most influenced by examination-related factors, whereas Tennessee teachers' use of instructional practices was most influenced by personal-related factors.

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Section: Discussionmentioning

confidence: 98%

Comparing the Impact of Accountability Examinations on Mississippi and Tennessee Social Studies Teachers' Instructional Practices

Vogler

2008

HEDA

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“…Participants who did not succeed in CRT practices often noted resistance from a CT who viewed the curriculum from a narrow lens (Crocco & Costigan, 2007;Gerwin, 2004) implying that PST or CT themselves do not have time to include CRT along with the curriculum. Consequently, PST, lacking the agency to develop culturally relevant pedagogy, were stifled in their development of CRT.…”

Section: Lack Of Lesson Modification Usedmentioning

confidence: 96%

“…Referred to as "intensification" (see Hargreaves, 1994, p. 117), these constraints undermine pedagogical attempts to provide spaces for cultural responsiveness. Consequently, PST often fail to move away from the rooted practice of didactic and lecture-style instruction (Gerwin, 2004). Yet, others argue that while standardization dictates content, teaching methodology and content delivery/interpretation remains under the control of the teacher (Ross, 2006;Thornton, 2005).…”

Section: Theory Into Practicementioning

confidence: 98%

Assisting Preservice Teachers Toward Becoming Culturally Responsive

Starker¹,

Fitchett²

2013

Multicultural Learning and Teaching

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In this qualitative study, researchers inquired about preservice teachers' (PST) experience in becoming culturally responsive in a graduate teacherlicensure social studies methods class (N ¼ 20). Researchers examined PST lesson plans and reflections, and rated them based on Geneva Gay's (2002) framework for preparing culturally responsive teachers. Once rated, researchers used thematic analysis to investigate lesson plan themes that manifested between two groups (high culturally responsive teaching, versus low culturally responsive teaching). Themes indicated that participants who demonstrated culturally responsive teaching (CRT) potential: modified lessons, utilized dynamic pedagogy, and incorporated historical perspective taking. Conversely, PST with low potential for CRT: lacked content knowledge, were pedagogically inflexible, and showed a resistant disposition. The researchers concluded that systemic changes within teacher education courses and programs are necessary to develop CRT preservice teachers.

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“…In this context, pre-service teachers are also affected by curricula changes caused by high-stake tests (Gerwin, 2004;Flores & Clark, 2003). This is because the role of pre-service teachers is dual.…”

Section: Curriculum Reform and Teaching Practicesmentioning

confidence: 99%

Do Prospective Teachers Care About PISA Studies? A Pilot Study among University Students in Germany

Ioannidou¹,

Georgiou²,

Obersteiner³

et al. 2017

IES

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The results of international comparison studies such as the Program for International Student Assessment (PISA) have initiated intense discussions about educational reforms in Germany. Although in-service and pre-service teachers are an essential part of such reforms, little is known about their attitudes towards PISA studies. The present study aims to fill this gap through the investigation of pre-service teachers' awareness, interest, perception, and attitudes towards PISA. A questionnaire was used to survey a sample of 107 university students who were participating in a teacher education program. The results reveal that 100% of the participants are aware of PISA. Nearly 69% of the participants think that the impact of PISA is rather high or very high, while 41% of them believe that PISA results are reliable. Accordingly, half of the participants seem to be interested in PISA results for their country. The present study discusses these findings in the light of the expected outcomes as proposed in standards for teacher education.

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Preservice Teachers Report the Impact of High-Stakes Testing

Cited by 17 publications

References 9 publications

Comparing the Impact of Accountability Examinations on Mississippi and Tennessee Social Studies Teachers' Instructional Practices

Comparing the Impact of Accountability Examinations on Mississippi and Tennessee Social Studies Teachers' Instructional Practices

Assisting Preservice Teachers Toward Becoming Culturally Responsive

Do Prospective Teachers Care About PISA Studies? A Pilot Study among University Students in Germany

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