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52 results

Article

Testing, Testing Testing, Testing: Is My Child Making the Grade?

Publication: Montessori Leadership, vol. 8, no. 1

Pages: 26–28, 31

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Language: English

Doctoral Dissertation (Ph.D.)

The Effects of High-Stakes Testing on Secondary Language Arts Curriculum and Instruction

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: High-stakes testing has become mandatory since the reauthorization of the Elementary Secondary Educational Act, 2001 with its No Child Left Behind (NCLB) provisions. Beginning with the 2005-06 school year, students in grades K-8 must be tested yearly in reading and math. Students in secondary schools must be tested once in reading and math. Student scores at all grade levels are then used as part of the formula for determining whether or not a school retains its accreditation or is placed on a "needs improvement" list. Being identified as "needs improvement" for three consecutive years carries an assortment of serious consequences for schools. As a result of these high-stakes tests, secondary language arts teachers are expected to prepare students for state reading assessments. Studies have investigated the effects high-stakes testing has on elementary and secondary curriculum and instruction but have not focused specifically on secondary language arts teachers. Therefore, this study focuses on the effects high-stakes testing is having on secondary language arts' curriculum and instruction. Six high school junior English teachers from a Midwestern state were surveyed and interviewed. Five of the teachers also participated in a focus group discussion. From this data several common themes emerged including a narrowing of their curricula and a loss of instructional time to test preparation and the actual administration of the tests. In addition, teachers expressed feelings of inadequacy about their knowledge of effective pedagogy for improving adolescent reading skills. From this study it becomes clear that secondary language arts teachers need more information on best practices for working with adolescents and improving adolescent reading skills while incorporating the state reading standards and maintaining a meaningful curriculum and engaging instructional strategies. Administrators and state departments of education need to consider ways to provide useful in-services on reading for secondary teachers. In addition, university teacher education programs need to prepare future teachers and offer teachers who are currently in the classroom assistance in developing effective strategies for teaching reading skills to adolescents which will keep the students engaged.

Language: English

Published: Lawrence, Kansas, 2005

Article

✓ Peer Reviewed

Ignoring Clustering and Nesting Effects Are Invalid Analysis Choices in a Trial with Clustered Data in Trials Testing Causal Effects. Re: "Impact of a Montessori-Based Nutrition Program on Children's Knowledge and Eating Behaviors"

Available from: PubMed

Publication: Journal of School Health, vol. 93, no. 10

Pages: 964

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Language: English

DOI: 10.1111/josh.13328

ISSN: 1746-1561

Article

Testing Montessori Plan; Union Settlement Has Sample Class of Twenty-four; etc.

Available from: New York State Historic Newspapers

Publication: New York Evening Post (New York, New York)

Pages: 7

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Language: English

Book

Testing Mania

Montessori method of education

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Language: English

Published: Rochester, New York: AMI/USA, 2011

Series: Parenting for a New World: A Collection of Essays

Master's Thesis

The Effects of High Stakes Testing on Teaching Methodologies

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: High stakes testing, in the form of annual standardized state assessments, affects the teaching methodologies of public school teachers (Passman, 2001). This study sought to examine whether teachers prepare students for high stakes assessments by making changes in their teaching methodologies (Jerald, 2006). Thirty teachers received questionnaires containing agreement statements and short open-ended questions about the effects of high stakes testing on how and what they teach. Eight participants were also interviewed to gain greater insight into their opinions on the effects of high stakes tests. Triangulation was used to authenticate the responses and draw conclusions (Hendricks, 2009). The results of the study indicated that some teachers have adapted their teaching methodologies to mirror test structures even if the subject they teach was not included on standardized state tests.

Language: English

Published: Caldwell, New Jersey, 2009

Article

The Slowdown of the Multiage Classroom: What Was Once a Popular Approach Has Fallen Victim to NCLB Demands for Grade-Level Testing

Available from: ERIC

Publication: School Administrator, vol. 62, no. 3

Pages: 22

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Abstract/Notes: In this article, the author discusses multiage education. Multiage education hailed as recently as 10 years ago as a promising way to restructure schools and boost student achievement but now has fallen on hard times. Interest in the issue has waned, with new research on the topic virtually nonexistent and attendance at national multiage conferences a fraction of what it once was. Schools across the country are cutting existing multiage programs, or choosing not to begin new ones. Even the state of Kentucky, which in 1990 heralded ungraded primary education as a linchpin of its sweeping school reform effort, has seen the scope of its multiage initiative reduced by half. Some trace the decline of multiage education to No Child Left Behind (NCLB) and its emphasis on standardized, grade-level testing. A list of additional resources and Web sites concludes this article.

Language: English

ISSN: 0036-6439

Article

Testing Mania

Publication: Parenting for a New World (AMI/USA), vol. 13, no. 1

Pages: 1-2

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Language: English

Article

Standardized Testing: Where Might It Fit in a Montessori Classroom

Publication: Parenting for a New World (AMI/USA), vol. 19, no. 4

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Language: English

Article

Testing–A Montessori Perspective

Publication: The Alcove: Newsletter of the Australian AMI Alumni Association, no. 15

Pages: 3–6

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Language: English

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