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020 _a9780674040786
_qPDF
024 7 _a10.4159/9780674040786
_2doi
035 _a(DE-B1597)9780674040786
035 _a(DE-B1597)613937
035 _a(OCoLC)1294426828
040 _aDE-B1597
_beng
_cDE-B1597
_erda
050 4 _aLB3060.83
_b.M33 2004
072 7 _aEDU036000
_2bisacsh
082 0 4 _a371.26
_222
084 _aonline - DeGruyter
100 1 _aMcDonnell, Lorraine M.
_eautore
245 1 0 _aPolitics, Persuasion, and Educational Testing /
_cLorraine M. McDonnell.
264 1 _aCambridge, MA :
_bHarvard University Press,
_c[2009]
264 4 _c2004
300 _a1 online resource (264 p.)
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 0 _tFrontmatter --
_tContents --
_tAcknowledgments --
_tTables and Figures --
_tAbbreviations --
_t1 Testing from a Political Perspective --
_t2 Persuasion as a Policy Instrument --
_t3 The State Politics of Testing --
_t4 Local Testing Controversies: The Case of CLAS --
_t5 Testing and Teaching --
_t6 Aligning Politics, Policy, and Practice --
_tAppendix: Sample Characteristics and Data Collection Instruments --
_tNotes --
_tReferences --
_tIndex
506 0 _arestricted access
_uhttp://purl.org/coar/access_right/c_16ec
_fonline access with authorization
_2star
520 _aIn a story of reform and backlash, Lorraine McDonnell reveals the power and the dangers of policies based on appeals to voters' values. Exploring the political struggles inspired by mass educational tests, she analyzes the design and implementation of statewide testing in California, Kentucky, and North Carolina in the 1990s. Educational reformers and political elites sought to use test results to influence teachers, students, and the public by appealing to their values about what schools should teach and offering apparently objective evidence about whether the schools were succeeding. But mass testing mobilized parents who opposed and mistrusted the use of tests, and left educators trying to mediate between angry citizens and policies the educators may not have fully supported. In the end, some testing programs were significantly altered. Yet despite the risks inherent in relying on values to change what students are taught, these tests and the educational ideologies behind them have modified classroom practice. McDonnell draws lessons from these stories for the federal No Child Left Behind act, with its sweeping directives for high-stakes testing. To read this book is to witness the unfolding drama of America's educational culture wars, and to see hope for their resolution.
538 _aMode of access: Internet via World Wide Web.
546 _aIn English.
588 0 _aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 26. Aug 2024)
650 0 _aEducation
_xStandards
_zUnited States.
650 0 _aEducational evaluation
_zUnited States.
650 0 _aEducational tests and measurements
_zUnited States.
650 7 _aEDUCATION / Organizations & Institutions.
_2bisacsh
850 _aIT-RoAPU
856 4 0 _uhttps://doi.org/10.4159/9780674040786?locatt=mode:legacy
856 4 0 _uhttps://www.degruyter.com/isbn/9780674040786
856 4 2 _3Cover
_uhttps://www.degruyter.com/document/cover/isbn/9780674040786/original
942 _cEB
999 _c189768
_d189768