Education Policy and Youth
Effects of Policy on Practice
Bibliographic Data
| ID | 4254221 |
|---|---|
| Authors | Sharon L Nichol (0000-0003-2778-811X, The University of Texas at San Antonio), Sharon L Nichols, Angela Valenzuela |
| Year | 2013 |
| Volume | 52 |
| Issue | 3 |
| Pages | 152-159 |
| Publication date | 2013-07-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2013.804306 |
| OpenAlex | W2046651029 |
| Language | EN |
| Citations received | 7 |
| References cited | 19 |
In this article, we discuss the ways in which the pressures of the current high-stakes testing (HST) accountability movement impacts instructional practice and student outcomes. We focus specifically on how HST impacts schools that serve poorer students and students of color. We use Bronfenbrenner's (1977) theory of development to hypothesize on the ways in which instructional practices, informed by HST pressures, may undermine students' developing motivation. We conclude with a few recommendations for practice
Accountability · Focus (optics · Mathematics education · Pedagogy · Political science · Public relations · Sociology · Psychology · School Choice and Performance · Teacher Education and Leadership Studies · Youth Development and Social Support
Teachers use of fear appeals and timing reminders prior to high-stakes examinations
The Impact of High-Stakes Testing on Latina/o Students’ College Aspirations
Third-generation Mexican American Teachers’ Cultural Responsiveness
Hispanic Parents’ Self-Evaluation on Assessment Knowledge
U.S.-Mexico Borderlands Instructional Leadership Reflections
Assessing the Effects of a Community-Based College Preparation Program on the Academic Performance and Noncognitive Factors of Middle School Students
Toward Adaptability
The dreamkeepers
Motivation and Education
Students' Need for Belonging in the School Community
Accountability Texas-Style
Self-Efficacy and Academic Motivation
Classrooms
Whose culture has capital? A critical race theory discussion of community cultural wealth
A Developmental Perspective on Standardized Achievement Testing
High-Stakes Testing and Curricular Control
Toward an experimental ecology of human development
Below the Bubble
The Significance of the Taas Test for Mexican Immigrant and Mexican American Adolescents
High-Stakes Testing and Student Achievement
Motivating the Academically Unmotivated
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,7 |
| Citation span | 2016 - 2022 (7) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 7 |