Wise Social Studies in an Age of HighStakes Testing

Essays on Classroom Practices and Possibilities

Nonfiction, Social & Cultural Studies, Social Science
Cover of the book Wise Social Studies in an Age of HighStakes Testing by , Information Age Publishing
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781607526827
Publisher: Information Age Publishing Publication: August 1, 2005
Imprint: Information Age Publishing Language: English
Author:
ISBN: 9781607526827
Publisher: Information Age Publishing
Publication: August 1, 2005
Imprint: Information Age Publishing
Language: English

The chapters in this volume illustrate how teachers are bringing creativity, higherorder thinking, and meaningful learning activities into particular school settings despite pressures of standards and testing. We chose the word wise for the title of this book, and we use it frequently to describe the pedagogical practices we have identified. The words powerful and ambitious are used as well. The larger point, as Keith C. Barton makes in his chapter, is that there is no necessary connection between content standards and highstakes tests on the one hand, and lowlevel, rote instruction on the other. He reminds us, as Thornton (1991) and Wiggins (1987) previously have argued, that "teachers play a crucial role in mediating educational policy, and their intentions and interpretations have at least as much influence on classroom practice as does the content of standards and highstakes tests." Barton also asserts that “this makes it all the more crucial to identify the wisdom of practice that enables teachers . . . to engage students in powerful educational experiences.”

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

The chapters in this volume illustrate how teachers are bringing creativity, higherorder thinking, and meaningful learning activities into particular school settings despite pressures of standards and testing. We chose the word wise for the title of this book, and we use it frequently to describe the pedagogical practices we have identified. The words powerful and ambitious are used as well. The larger point, as Keith C. Barton makes in his chapter, is that there is no necessary connection between content standards and highstakes tests on the one hand, and lowlevel, rote instruction on the other. He reminds us, as Thornton (1991) and Wiggins (1987) previously have argued, that "teachers play a crucial role in mediating educational policy, and their intentions and interpretations have at least as much influence on classroom practice as does the content of standards and highstakes tests." Barton also asserts that “this makes it all the more crucial to identify the wisdom of practice that enables teachers . . . to engage students in powerful educational experiences.”

More books from Information Age Publishing

Cover of the book Methods of Evaluating Educational Technology by
Cover of the book Literature Reviews in Support of the Middle Level Education Research Agenda by
Cover of the book Innovative Approaches to Reducing Global Poverty by
Cover of the book Crosscurrents and Crosscutting Themes by
Cover of the book The Brilliance of Black Children in Mathematics by
Cover of the book Civil Society or Shadow State? by
Cover of the book The Concept of Validity by
Cover of the book Teaching Leadership by
Cover of the book Leading with Character 2nd Edition by
Cover of the book Constructivist Instructional Design (CID) by
Cover of the book Dial M for Mentor by
Cover of the book Career Counseling Across the Lifespan by
Cover of the book Metacognitive Knowledge by
Cover of the book Quarterly Review of Distance Education by
Cover of the book Living Faithfully by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy