MARC Record from harvard_bibliographic_metadata

LEADER: 03972cam a2200409 a 4500
001 012881846-8
005 20110903224516.0
008 110510s2011 nyua b 001 0 eng
010 $a 2011017772
020 $a9780807752470 (pbk. : alk. paper)
020 $a0807752479 (pbk. : alk. paper)
020 $a9780807752487 (hardcover : alk. paper)
020 $a0807752487 (hardcover : alk. paper)
035 0 $aocn723141764
035 $a(PromptCat)40019742112
040 $aDLC$cDLC$dYDX$dYDXCP$dBWX
042 $apcc
043 $an-us---
050 00 $aPE1128.A2$bP287 2011
082 00 $a428.0076$223
100 1 $aPandya, Jessica Zacher.
245 10 $aOvertested :$bhow high-stakes accountability fails English language learners /$cJessica Zacher Pandya ; foreword by Robert Rueda.
260 $aNew York :$bTeachers College Press,$cc2011.
300 $axiii, 143 p. ;$bill. ;$c24 cm.
490 1 $aLanguage and literacy series
504 $aIncludes bibliographical references and index.
505 00 $g1.$tWhen testing and language learning are synonymous :$tIntroducing the California context ;$tIn Ms. Romano's classroom: setting goals for and with English language learners ;$tOrganization of the book --$g2.$tHigh-volume, high-stakes testing in elementary schools :$tAccountability and surveillance in the elementary classroom ;$tSorting out the effects of standardized tests ;$tA classroom conversation about testing ;$tConsequences and solutions: what is wrong and how to fix it --$g3.$tUsing mandated, structured curricula with English language learners :$tThe lure of science and success ;$tOpposition to structured curricula ;$tInstructional practices and literacy events in the structured curriculum classroom ;$tConsequences of using structured curricula ;$tLimited time and available meaningful opportunities for ELD ;$tImplications: what to keep, what to remove, what to substitute --$g4.$tGrappling with the complexities of a classroom of English language learners :$tFrom beginner to English only, and everything in between ;$tOverarching issues and recommendations: how to help English language learners --$g5.$tLearning to teach in the age of Accountability :$tPreparing teacher candidates to teach ELLs in the age of accountability ;$tAssessing teacher candidates ;$tTeaching in a value-added world ;$tEducating and supporting teachers of ELLs in high-stakes settings ;$tContextualizing teacher education in the age of accountability --$g6.$tPolicy and practice changes in assessment and instruction :$tOne standardized, large-scale content-area test per educational level ;$tPolicy changes in the assessment of English language learners ;$tPolicy and content changes for teacher education regarding English language learners ;$tIn closing: Learning in the age of accountability.
520 $aThis timely book explores what is often overlooked in policy debates about the education of English language learners: how the day-to-day dynamics of the classroom are affected by high-stakes testing and the pressures students and teachers experience and internalize as a result. The author presents and analyzes classroom observations, student work, and test scores, as well as interviews with students and teachers. A disturbing picture of today's overtested public school classroom emerges from the events and practices described in this book. While hard to believe, all the depictions presented took place in a real elementary school classroom and reflect the current culture of extreme accountability. -- Publisher description.
650 0 $aEnglish language$xStudy and teaching$xForeign speakers.
650 0 $aLanguage and languages$xStudy and teaching.
650 0 $aEnglish language$xAbility testing.
650 0 $aEducation$xSocial aspects$zUnited States.
650 0 $aCritical pedagogy$zUnited States.
830 0 $aLanguage and literacy series (New York, N.Y.)
899 $a415_565322
988 $a20110903
906 $0DLC