Learning to teach in the era of test-based accountability: a review of research

Ro, Jina

doi:10.1080/19415257.2018.1514525

Cited by 13 publications

(9 citation statements)

References 34 publications

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“…The use of ICT further compounded the issue of adopting CRT in the test‐driven curriculum, particularly in secondary schools (Avalos, Perez, & Thorrington, 2019) where some teachers' interest in developing CRT practices, particularly in integrating technology, is often undercut by the pressures of high‐stakes examinations (Loh & Liew, 2016; Zoch, 2017). Therefore, they may neglect the need to adjust their pedagogical approaches or develop supplementary teaching materials to accommodate a culturally diverse group of students (Ro, 2019; Yang et al , 2014).…”

Section: Discussionmentioning

confidence: 99%

Teachers' perceptions of culturally responsive teaching in technology‐supported learning environments

Chuang¹,

Shih²,

Cheng³

2020

Brit J Educational Tech

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This study developed and validated an instrument for assessing teachers' perceptions of culturally responsive teaching (CRT) in technology-supported learning environments (TSLE). Data were collected from a total of 257 elementary and secondary school teachers in Taiwan during March and April 2018 to verify the reliability and construct validity of the instrument. The construct validity of this instrument was examined via confirmatory factor analysis and a multidimensional partial credit model for item responses in which an 18-item instrument (4 items regarding cultural values, 3 regarding culturally relevant curricula, 4 regarding cultural scaffolding, 3 regarding multicultural collaboration, and 4 regarding integrating with technology and multicultural perspectives) was validated after the elimination of 4 items. The reliability of the instrument was found to be satisfactory according to multidimensional versions of the partial credit model analysis. Regression analysis showed that technology experiences and technology experiences in teaching were positive predictors while school level was a negative predictor of teachers' perceived CRT in TSLE. Elementary school teachers were more likely to have positive perceptions of CRT in TSLE than were secondary school teachers.

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Section: Discussionmentioning

confidence: 99%

Teachers' perceptions of culturally responsive teaching in technology‐supported learning environments

Chuang¹,

Shih²,

Cheng³

2020

Brit J Educational Tech

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“…This is because while students in more privileged districts are likely to have enriched curriculum and learning programs, schools that are struggling to meet state standards or having a large percentage of students who are deemed as "falling behind" the achievement expectations are likely to limit the curriculum to teach state-mandated standards and focus on test-preparation in instruction in order to meet the bottom line outcome goals and produce the required accountability information. These strategic choices by schools and districts have been documented in previous education reforms including NCLB (Harris, 2012;Jordan, 2010;Ro, 2019), which create new inequities beyond minimal level of adequacy determined by the federal and state governments. As Ladson-Billings (2006) reminds us, focusing solely on closing achievement gap on the basis of test scores is misleading and distracting if no sufficient attention being paid to the larger "education debt" accumulated in history that created the inequitable conditions among students in the first place.…”

Section: Discussionmentioning

confidence: 92%

“…Accountability policies, especially the post-NCLB high stakes accountability system (Dee et al, 2013), aim to directly influence equity in outcomes by holding educators at state, district, school, and classroom levels accountable for student achievement measured by high -stakes standardized test scores; and assigning punitive consequences to schools and districts failing to meet the expectations (Cochran-Smith et al, 2017;Figlio & Ladd, 2015;Ro, 2019). The analysis of accountability policies in state ESSA plans revealed that they kept the emphasis on student meeting academic standards and achievement goals from NCLB (Dee et al, 2013;Thomas & Brady, 2005) as the primary indicators of equitable learning outcomes and accountability requirements.…”

Section: Accountability Systemmentioning

confidence: 99%

What are they talking about when they talk about equity? A content analysis of equity principles and provisions in state Every Student Succeeds Act plans

Chu

2019

EPAA

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Despite numerous education reform efforts, disparities between more privileged students and students from marginalized and minoritized groups still persist in U.S. education. The Every Student Succeeds Act (ESSA) passed in 2015 indicates greater commitment of the federal government to advancing equity in education and gives state educational agencies more autonomy and flexibility in policy making. This article analyzes the content of 52 approved state ESSA plans to examine how the concept of equity in education is defined and applied in state-level ESSA policies and provisions. Results of a qualitative content analysis reveal that all but four state ESSA plans adopt a stance on equity centered on equitable access to educational resources—including funding and effective educators —and less than half state plans attend to equity in outcomes. Most of the state plans do not include a clear definition of what they mean by “equity”. In addition, the accountability systems used to evaluate the impact of equity policies in the plans are predominantly outcome-oriented using student standardized test performance as the key indicator. Incoherent policy principles, coupled with the market-oriented, standards-based policy solutions, may exacerbate the structural inequities facing schools and students that these policies aim to ameliorate. Implications for education policy and research are discussed.

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“…The author received higher education in both western and eastern cultural context. The author observed some teacher's turnover, students' murders, and pressures due to the exam-oriented educational environment (Ro, 2019).…”

Section: Participantsmentioning

confidence: 99%

– The Asian Conference on Arts & Humanities 2020 Official Conference Proceedings

2020

ACAH Official Conference Proceedings

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Learning to teach in the era of test-based accountability: a review of research

Cited by 13 publications

References 34 publications

Teachers' perceptions of culturally responsive teaching in technology‐supported learning environments

Teachers' perceptions of culturally responsive teaching in technology‐supported learning environments

What are they talking about when they talk about equity? A content analysis of equity principles and provisions in state Every Student Succeeds Act plans

– The Asian Conference on Arts & Humanities 2020 Official Conference Proceedings

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