Target Practice
Reader Response Theory and Teachers’ Interpretations of Students’ SAT 10 Scores in Data-Based Professional Development
Bibliographic Data
| ID | 4984294 |
|---|---|
| Authors | Becky Atkinson (0000-0002-4219-6967, University of Alabama, corresponding author), Becky M Atkinson (University of Alabama, Tuscaloosa, USA) |
| Year | 2012 |
| Volume | 63 |
| Issue | 3 |
| Pages | 201-213 |
| Publication date | 2012-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487111435119 |
| OpenAlex | W2036577997 |
| Language | EN |
| Citations received | 1 |
| References cited | 25 |
The study reported in this article examines how teachers read and respond to their students' Stanford Achievement Test 10 (SAT 10) scores with the goal of investigating the assumption that data-based teaching practice is more "objective" and less susceptible to divergent teacher interpretation. The study uses reader response theory to frame teachers' responses to their students' SAT 10 test scores as interpretations of a text shaped through unexamined assumptions and political interests related to accountability, rather than strictly statistical "official" interpretations of "objective" data. The findings illustrate that teachers' interpretations of SAT 10 data that inform their data-based practice are vulnerable to the pervasive influence of local school responses to accountability pressures. More specifically, the findings reveal how moral and discursive texts imbricated in accountability discourses mediate the ways in which teachers read and respond to their students' SAT 10 scores
Academic achievement · Accountability · Frame (networking) · Interpretation (philosophy) · Linguistics · Mathematics education · Pedagogy · Political science · Politics · Student achievement · Test (biology) · Computer Science · Educational Assessment and Improvement · Educator Training and Historical Pedagogy · Law · Psychology
Keeping track
The Act of Reading
High Stakes Education
The Implied Reader
Reader-Response Criticism
Schools and Inequality
Is There a Text in This Class? The Authority of Interpretive Communities
Discipline and Punish
An examination of student mathematics learning in elementary and middle schools
Learning While Black
Data-informed curriculum reform
Put to the Test
Raising Standardized Achievement Test Scores and the Origins of Test Score Pollution
From the Achievement Gap to the Education Debt
Teacher Stories and Transactional Inquiry
| Citations per year | 0.08 |
|---|---|
| Citation span | 2014 - 2014 (1) |
| Highly cited | No |