High Stakes Accountability and Policy Implementation: Teacher Decision Making in Bilingual Classrooms in Texas
High Stakes Accountability and Policy Implementation: Teacher Decision Making in Bilingual Classrooms in Texas
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高风险问责制和政策实施：德克萨斯州双语课堂中的教师决策
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Virginia Snodgrass Rangel
中科院分区：
文献类型：
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作者：
Deborah K. Palmer;Virginia Snodgrass Rangel
本文有助于一个新兴的文学机构的高风险测试问责政策的实施和教学实践的影响。它使用的实施理论，意义，突出政策和环境塑造教师决策的过程。我们专注于教师在双语教室在得克萨斯州的一个城市地区，我们发现，教师在施加正式和非正式的压力，以限制他们为学生提供的课程和特权考试准备的环境中作出决定。教师努力调和他们的背景，由学生的具体教学和语言需求构成，与他们的高风险测试环境的压力。
This article contributes to an emerging body of literature on the impact of high stakes testing accountability policies on implementation and teaching practice. It uses a theory of implementation, sense-making, to highlight the process by which policy and context shape teacher decision making. We focus on teachers in bilingual classrooms in an urban district in Texas where we found that teachers make decisions in an environment that exerts both formal and informal pressures to limit the curriculum they offer their students and privilege test preparation. Teachers struggle to reconcile their context, constituted by their students’ specific pedagogical and linguistic needs, with the pressures of their high stakes testing environment.