Document Type
Article
Publication Date
1-1-2005
Abstract
The emphasis on testing in Texas public schools has shaped literacy instruction in many classrooms. This article details how one Special Education teacher resists this testing mentality. She refuses to use the multiple-choice practice tests and prescribed programs that dominate the classrooms of many other teachers in her school; instead, she endorses authentic assessments and informed individualized instruction as a way to engage her students in the world of reading and writing.
Recommended Citation
Dooley, C. (2005). One Teacher's Resistance to the Pressures of Test Mentality. Language Arts, 82(3), 177-185. Available at: http://digitalarchive.gsu.edu/ece_facpub/1/ Also available at: http://works.bepress.com/caitlin_mcmunndooley/1/
Included in
Educational Assessment, Evaluation, and Research Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Special Education and Teaching Commons
Comments
Copyright 2005 by the National Council of Teachers of English. All rights reserved.