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| Auteur principal: | |
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| Format: | Artículo científico |
| Langue: | en |
| Publié: |
Arizona State University
2008
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| Accès en ligne: | https://www.redalyc.org/articulo.oa?id=275020545008 |
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Table des matières:
- Teachers' Response to Standards-Based Reform: Probing Reform Assumptions in Washington State Hilary Loeb Michael S. Knapp Ana M. Elfers Educación Teacher surveys state standards statewide assessment multicultural education Because teachers' efforts are central to the success of standards-based reform, it behooves the policy community to look carefully at the beliefs about instruction that are rooted in this reform theory. Building on teacher-centric research on standards-based reform and ideas about teaching practice from research on multicultural education, this paper focuses on the assumptions embedded in Washington state's approach. Survey data from a representative sample of teachers suggest that the state's program of high student learning standards, aligned assessments and an accountability system has shaped teachers' instructionalpractice and their students' learning in ways that the state's reform theory assumes. However, teachers' concerns about student achievement and instructional supports indicate problems with the inherent logic of the state¿s reform regarding how well it serves a diverse student population. 2008 artículo científico 1068-2341 https://www.redalyc.org/articulo.oa?id=275020545008 en http://www.redalyc.org/revista.oa?id=2750 Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas application/pdf Arizona State University Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas (Estados Unidos de América) Vol.16