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|Title:||How mandated student assessment programs affect kindergarten teachers: Two steps forward, three steps backward|
|Author(s):||Hartman, Jeanette Allison|
|Doctoral Committee Chair(s):||Katz, Lilian G.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
Education, Early Childhood
Education, Curriculum and Instruction
|Abstract:||This study presents kindergarten teachers' testimonies regarding mandated student assessment programs. The research is framed around a social organization of schools perspective, and also examines teachers' task conceptions.
The findings suggest that teachers had a range of responses about student assessment programs at the kindergarten level: Some remained autonomous regardless of the mandated student assessment program, others affiliated themselves with the student assessment program, and others wavered as to their opinions about the student assessment program. All teachers reiterated that there was "much too much testing" in kindergarten. Additionally, they spoke of informal assessment as being more developmentally appropriate for kindergartners. Regardless of philosophical orientation (i.e., academic or developmental), teachers described how mandated reforms, such as student assessment programs, restricted their task autonomy and discretion and their professional prerogative to meet kindergartners' needs in nonroutine ways.
|Rights Information:||Copyright 1991 Hartman, Jeanette Allison|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9136612|