The Ambiguity of Teaching to the Test Standards

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246 SUBJECT INDEX of principal, viii, ix, 66, 68, 69t, 70t, 83t, 83, 84, 84t, 85t, 86, 91, 94–99, 101–112, 163–164, 174 teacher’s perceptions of, xiii, 12–13, 16, 68, 72–73, 75, 168 Systemic reform, vii, ix, 14, 126t, 127t, 140, 187t T Tasks demand, 217 inquiry-oriented, 3 instructional, 10, 162, 202 mathematical, 21, 28–29, 87 performance, 8, 11, 65, 165–166 science, 10, 87 Teacher change, 9, 11–12, 15–16, 88n1, 93, 100, 114–115, 122, 139–140 development, 21, 81, 84, 115, 120, 127t, 138 education, 21, 168 learning, 13, 24, 87, 94, 95, 101–102, 114, 119, 120, 124, 129, 136–138, 141, 167–168, 175, 186 role of the, 21, 100, 115 Teachers’ activities, 21, 79, 170 assessments, 130 background, 178–179 beliefs, 21, 67, 71, 122, 123, 140 conceptions, 25, 28, 123, 175 knowledge, 7, 10, 13, 20, 21, 66, 67, 71, 83, 84, 114, 123, 126, 129, 140 questioning, 25, 29, 31–32 thinking, 115 Teaching and state tests, 159–162 changes in, 2–3, 4, 8, 9, 11–12, 21, 25–26, 33, 34, 35t, 40, 42, 60t, 61, 72, 75, 114, 130, 160–164 conventional, 60 didactic, 39, 68, 85 for understanding, 30 inquiry-oriented, 25, 39, 52, 64, 65, 68, 82, 94, 111 practice, 7, 12, 19–20, 21, 23, 25–33, 35, 61, 62, 66, 72, 81, 91, 99, 113, 130, 140, 144, 159–164, 170, 175 reform oriented, 9, 63, 162–164 rote (methods), 4, 10, 25 strategies, 24, 67, 75, 101, 105–106, 137, 161, 165–166 styles, 4, 31, 33, 161 traditional, 4, 8, 11, 39 Teaching to the Test, 2–4, 10–12, 35, 38–41, 43, 50, 51, 56, 61, 65, 67–68, 69t, 71t, 72, 82, 83t, 83–84, 84t, 86, 88n5, 89n7, 91, 92, 96, 140, 143–144, 161–162, 167, 174–175 Technology, 56, 122 flexible use of, 28 TERC Investigations, 8, 56, 78 Test-besting, ix, 38, 44, 45, 46t, 47t, 48–49, 51, 54, 61, 69t, 122, 135, 191, 199 Test Preparation and educational inequities, 52–53, 53f, 54, 54t, 55, 55t, 56–58 and pedagogy, 45, 46t, 47t, 48–52 changes in, 44, 44f, 45f decontextualized, viii, 2, 45, 51–52, 54–55, 61, 87, 109, 123, 125, 140, 144 embedded, viii, 3, 51–52 short-term, 52, 73, 79, 84, 87, 89n6, 91 long term, 51–52, 77, 83–85, 91 Testing (see also Assessment) consequences of, vii, 3–4, 6, 11–12, 73, 144 multiple-choice, 2, 10, 11, 13, 22, 47t, 49, 51, 52, 61, 161, 166, 180 open-ended items, 38, 42–43, 49–51, 54, 59, 60t, 60–61, 72, 97–98, 102, 137, 160–162, 165–166, 191, 199, 215 performance items, 3, 5–6, 8–11, 14, 22, 24, 38, 44, 45, 46t,47t, 48, 64–65, 96, 113, 124, 145–146, 149, 166, 191, 194, 195, 203 portfolios, 8, 10–11, 46t, 47t, 49, 65, 165, 171, 181, 183 high stakes, 12, 61, 161, 167 Texas Assessment of Academic Skills (TAAS), 145 Thinking by principals, 96 by reformers, 117 by students, 14, 20, 25–26, 42, 57, 160, 215, 218 by teachers, 115 critical, 49
SUBJECT INDEX mathematical, 31, 129 non-algorithmic, 28–29 U Understanding, ix, x, 2, 3, 7–8, 13, 16, 19, 20–22, 24, 27–29, 39, 46t, 57, 65, 67, 85–86, 95, 98, 107, 116, 120, 121, 124, 129, 133t, 134t, 135–137, 139–141, 155, 161–164, 167, 168, 170, 174, 182, 185, 192, 193, 219 Urban school districts, 2, 9, 14–16, 57, 61n1, 68, 79, 118, 121, 156, 162, 164, 173t V 247 Variation, vii, x, 63–64, 88n1, 88n2, 115, 117, 140, 146, 151, 153, 156, 157n6, 164 Vermont, 11, 165 W Whole School Reform (WSR) programs, 14–15, 37, 56, 61n1, 79, 165 Word problems, 138, 191
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The Ambiguity of Teaching to the Te
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The Ambiguity of Teaching to the Te
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Contents Preface vii 1 Introduction
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Preface It is difficult to think ab
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PREFACE likely to try more inquiry-
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PREFACE We are extremely grateful t
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2 FIRESTONE AND SCHORR candies and
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4 FIRESTONE AND SCHORR tests, it is
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6 FIRESTONE AND SCHORR A strong sys
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8 FIRESTONE AND SCHORR though stude
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10 FIRESTONE AND SCHORR talents and
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12 FIRESTONE AND SCHORR ing. The li
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14 FIRESTONE AND SCHORR At first bl
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16 FIRESTONE AND SCHORR meaning to
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2 Teaching Mathematics and Science
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2. TEACHING MATHEMATICS AND SCIENCE
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38 MONFILS ET AL. 1. Have test prep
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40 MONFILS ET AL. With an eye towar
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42 MONFILS ET AL. teachers thought
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44 MONFILS ET AL. Taken together, t
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TABLE 3.1 Math Pedagogy and Test Pr
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48 MONFILS ET AL. highly with the i
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50 MONFILS ET AL. “Coach book”
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52 MONFILS ET AL. strategies like h
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54 MONFILS ET AL. implementation of
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56 MONFILS ET AL. And I learned tha
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58 MONFILS ET AL. Still another spo
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60 MONFILS ET AL. TABLE 3.6 Descrip
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4 Pressure and Support William A. F
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4. PRESSURE AND SUPPORT To these pe
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4. PRESSURE AND SUPPORT rials, equi
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4. PRESSURE AND SUPPORT 69 TABLE 4.
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4. PRESSURE AND SUPPORT 71 Inquiryo
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4. PRESSURE AND SUPPORT or support
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4. PRESSURE AND SUPPORT Among the i
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4. PRESSURE AND SUPPORT The other t
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4. PRESSURE AND SUPPORT events, but
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4. PRESSURE AND SUPPORT thing. We t
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4. PRESSURE AND SUPPORT TABLE 4.3 H
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4. PRESSURE AND SUPPORT TABLE 4.5 H
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4. PRESSURE AND SUPPORT In spite of
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4. PRESSURE AND SUPPORT bit more th
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92 FIRESTONE ET AL. This chapter ad
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94 FIRESTONE ET AL. necessary to en
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96 FIRESTONE ET AL. Similar issues
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98 FIRESTONE ET AL. Although these
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100 FIRESTONE ET AL. vided individu
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102 FIRESTONE ET AL. ported to prov
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104 FIRESTONE ET AL. related to ESP
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106 FIRESTONE ET AL. ago. Effective
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108 FIRESTONE ET AL. 5.1 summarizes
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110 FIRESTONE ET AL. TABLE 5.2 Regr
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112 FIRESTONE ET AL. The picture th
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114 BULKLEY, FAIRMAN, MARTINEZ with
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116 BULKLEY, FAIRMAN, MARTINEZ Why
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118 BULKLEY, FAIRMAN, MARTINEZ impo
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120 BULKLEY, FAIRMAN, MARTINEZ tral
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122 BULKLEY, FAIRMAN, MARTINEZ to m
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124 BULKLEY, FAIRMAN, MARTINEZ pare
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126 BULKLEY, FAIRMAN, MARTINEZ TABL
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128 TABLE 6.2 (continued) Overall U
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130 BULKLEY, FAIRMAN, MARTINEZ stan
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132 TABLE 6.3 Process of Change in
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134 Will TABLE 6.4 (continued) Capa
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136 BULKLEY, FAIRMAN, MARTINEZ thei
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138 BULKLEY, FAIRMAN, MARTINEZ numb
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140 BULKLEY, FAIRMAN, MARTINEZ in f
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7 Test Scores and Equity Gregory Ca
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7. TEST SCORES AND EQUITY 145 Even
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7. TEST SCORES AND EQUITY 2. propor
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7. TEST SCORES AND EQUITY 149 as la
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7. TEST SCORES AND EQUITY 151 timat
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7. TEST SCORES AND EQUITY TABLE 7.5
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7. TEST SCORES AND EQUITY TABLE 7.8
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7. TEST SCORES AND EQUITY crease th
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160 SCHORR AND FIRESTONE dren need
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162 SCHORR AND FIRESTONE approach t
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164 SCHORR AND FIRESTONE prevalent
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166 SCHORR AND FIRESTONE the public
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168 SCHORR AND FIRESTONE lems and s
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170 APPENDIX A questions of respond
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172 APPENDIX A TABLE A.1 Socioecono
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174 APPENDIX A direct, 12 high inqu
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176 APPENDIX A lesson for each year
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178 APPENDIX B FOR SCIENCE SPECIALI
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180 APPENDIX B C-3 & C-4. How often
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182 APPENDIX B d. Have students exp
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184 APPENDIX B D-2. And, if you tau
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186 APPENDIX B Lessons Stayed the D
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188 APPENDIX B E-6. Was there any f
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190 APPENDIX B F-2. In the last yea
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192 APPENDIX B Don’t Not Small Mo
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194 APPENDIX B Strongly Moderately
Page 210 and 211: 196 APPENDIX B Strongly Moderately
Page 212 and 213: 198 APPENDIX B H-5. On a scale of 1
Page 215 and 216: Appendix C Principal Interview Guid
Page 217 and 218: PRINCIPAL INTERVIEW GUIDE 203 Level
Page 219 and 220: PRINCIPAL INTERVIEW GUIDE 12b-R-f.
Page 221 and 222: PRINCIPAL INTERVIEW GUIDE 207 f. Pr
Page 223 and 224: PRINCIPAL INTERVIEW GUIDE Strongly
Page 225 and 226: Appendix D Teacher Interview Guide
Page 227: TEACHER INTERVIEW GUIDE 213 have th
Page 230 and 231: 216 APPENDIX E 2.2. Content 2.2.1 E
Page 232 and 233: 218 APPENDIX F Code Coding Options
Page 235 and 236: References AAAS Project 2061. (1993
Page 237 and 238: REFERENCES 223 Constructivist views
Page 239 and 240: REFERENCES 225 classroom: Standards
Page 241 and 242: REFERENCES 227 McLaughlin, M. (1987
Page 243 and 244: REFERENCES 229 Rothman, R. (1995).
Page 245 and 246: REFERENCES 231 (Tech. Rpt. No. 400)
Page 247 and 248: A AAAS Project 2061, 19, 21, 160, 2
Page 249 and 250: AUTHOR INDEX Love, N., 13, 66, 67,
Page 251 and 252: Note: t indicates table A Abbott v.
Page 253 and 254: SUBJECT INDEX Constraints, 31, 56,
Page 255 and 256: SUBJECT INDEX G Generalizations, 16
Page 257 and 258: SUBJECT INDEX Mathematics achieveme
Page 259: SUBJECT INDEX Reformers, 44, 65, 11
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