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| Test duress: A case study of a high school with a progressive mission and its response to high-stakes graduation tests | |
| Foote, Martha | |
| 出版年 | 2009 |
| 学位类型 | 博士 |
| 导师 | Larson, Joanne |
| 学位授予单位 | University of Rochester |
| 英文摘要 | In this dissertation the author asks: if schools with a progressive mission provide a viable alternative to traditional schooling (Semel, 1999; Sizer, 1996), then how do these types of high schools respond when faced with state-mandated high-stakes graduation exams—a pervasive and growing phenomenon—that require the learning of specific content? To address this problem, the author examined how a small, urban public high school with a progressive mission responded to its state's policy of high-stakes graduation exams during the first two years of test implementation, why the school responded as it did, and the meaning the school imparted to the graduation tests. The author found that the school responded with both active resistance and compliance, employing four main tactics and several devices to garner a reprieve. Four main reasons for this resistance emerged: a clearly-defined alternative mission and approach, a commitment to the school by an experienced faculty, teacher commitment to the students, and the principal's leadership. The reason for the school's compliance with the mandates also stems from the teachers' commitment to the students. The case study is theoretically informed by Foucault's theories (1977/1995, 1978/1990, 1980) on discipline and power and conceptualizes the accountability system of high-stakes testing as a disciplinary system (Aper, 2002; Vinson & Ross, 2001). The data corpus consists of field notes, interviews and documents previously collected by the author over two years when working on the Spencer-funded project Change Over Time? (Hargreaves & Goodson, 2003). The analysis is guided both by a priori codes derived from Gore's (1998) work on Foucauldian techniques of power as well as emergent codes for the purpose of developing grounded theory (Strauss & Corbin, 1990) about the response of schools with a progressive mission to high-stakes testing. The study is intended to extend the research on high-stakes testing as it increases understandings of its consequences on schools. A clearer understanding of these consequences will address assumptions proponents have made about the use of high-stakes testing and further the debate on whether standards-based accountability is improving our nation's schools. |
| 英文关键词 | Alternative high school Foucault Michel Graduation tests High school High-stakes testing New York Progressive education Test duress |
| 语种 | 英语 |
| 国家 | United States |
| 来源学科分类 | Educational tests & measurements; Secondary education |
| URL | https://pqdtopen.proquest.com/doc/304990641.html?FMT=AI |
| 来源机构 | University of Rochester |
| 资源类型 | 学位论文 |
| 条目标识符 | http://119.78.100.177/qdio/handle/2XILL650/244299 |
| 推荐引用方式 GB/T 7714 | Foote, Martha. Test duress: A case study of a high school with a progressive mission and its response to high-stakes graduation tests[D]. University of Rochester,2009. |
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