Pandya, Jessica Zacher.
New York : Teachers College Press, ©2011.
Added to CLICnet on 10/17/2015

Check CLICnet for availability
Part of the series Language and literacy series;Language and literacy series (New York, N.Y.)
Notes:

• Includes bibliographical references (pages 107-129) and index.
• 1. When testing and language learning are synonymous : Introducing the California context In Ms. Romano’s classroom: setting goals for and with English language learners Organization of the book — 2. High-volume, high-stakes testing in elementary schools : Accountability and surveillance in the elementary classroom Sorting out the effects of standardized tests A classroom conversation about testing Consequences and solutions: what is wrong and how to fix it — 3. Using mandated, structured curricula with English language learners : The lure of science and success Opposition to structured curricula Instructional practices and literacy events in the structured curriculum classroom Consequences of using structured curricula Limited time and available meaningful opportunities for ELD Implications: what to keep, what to remove, what to substitute — 4. Grappling with the complexities of a classroom of English language learners : From beginner to English only, and everything in between Overarching issues and recommendations: how to help English language learners — 5. Learning to teach in the age of Accountability : Preparing teacher candidates to teach ELLs in the age of accountability Assessing teacher candidates Teaching in a value-added world Educating and supporting teachers of ELLs in high-stakes settings Contextualizing teacher education in the age of accountability — 6. Policy and practice changes in assessment and instruction : One standardized, large-scale content-area test per educational level Policy changes in the assessment of English language learners Policy and content changes for teacher education regarding English language learners In closing: Learning in the age of accountability.
• This 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.

Subjects:

• English language — Study and teaching — Foreign speakers.
• Language and languages — Study and teaching.
• English language — Ability testing.
• Education — Social aspects — United States.
• Critical pedagogy — United States.
• United States. fast (OCoLC)fst01204155

Requested by Gregoire, J.