This book presents the views of teachers, teacher educators, and administrators who write about accountability, testing, and standards programs. The chapters are: (1) qFrom Policy to Practice: The Researchq (Allan A. Glatthorn); (2) qNew York's Test-Driven Standardsq (Jean Fontana); (3) qVoices from a Native American Classroom in Nebraskaq (Katherine Bauer-Sanders); (4) qEducational Reform in Texasq (Kathy Hogan); (5) qCalifornia: The Golden Stateq (Carol Jago); (6) qDeveloping Rigorous Standards in Massachusettsq (James Kelleher); (7) qVermont's Standards and the Teacher Adventureq (Patricia McGonegal); (8) qPolitics, Pedagogy, and Professional Development in Michiganq (Laura Schiller); (9) qObservations of a Novice Teacher in North Carolinaq (John Walsh); (10) qIn Colorado, People Should Ask Not What Standards Can Do for Them, But What They Can Do for Standardsq (Rob Weil); (11) qTeachers' Perspectives: A Colleague's Commentaryq (Jean Fontana); and (12) qStandards, Tests, and Accountability: What They Mean for the Classroom Teacherq (Allan Glatthorn). (SLD)In New York state the word that best describes teachersa#39; reactions to new curriculum standards, state tests, district mandates, and ... for almost all of these state tests were planned, written, revised, assembled, and reviewed by statewide committees of classroom teachers. In fact, those teachers who made up the third- and sixth-grade math CHAPTER 2: New Yorka#39;s Test-Driven Standards Jean Fontana.
|Title||:||Coping with Standards, Tests, and Accountability|
|Author||:||Allan A. Glatthorn, Jean Fontana|
|Publisher||:||National Education Assn - 2000-01-01|