de-testing and de-grading schools

Paul L. Thomas

ISBN 10: 1433130580 / ISBN 13: 9781433130588

Verlag: Peter Lang, Peter Lang Feb 2016, 2016

Beschreibung

Neuware -A century of education and education reform, along with more than three decades of high-stakes testing and accountability, reveals a disturbing paradox: education has a steadfast commitment to testing and grading. This commitment persists despite ample research, theory, and philosophy revealing the corrosive consequences of both testing and grading in an education system designed to support human agency and democratic principles. This revised edited volume brings together a collection of updated and new essays that confronts the failure of testing and grading. The book explores the historical failure of testing and grading; the theoretical and philosophical arguments against testing and grading; the negative influence of tests and grades on social justice, race, class, and gender; and the role that they play in perpetuating a deficit perspective of children. The chapters fall under two broad sections. Part I, Degrading Learning, Detesting Education: The Failure of High-Stake Accountability in Education, includes essays on the historical, theoretical, and philosophical arguments against testing and grading. Part II, De-Grading and De-Testing in a Time of High-Stakes Education Reform, presents practical experiments in de-testing and de-grading classrooms for authentic learning experiences. 314 pp. Englisch.

Bestandsnummer des Verkäufers 9781433130588

Bibliografische Details

• Titel: de-testing and de-grading schools
• Verlag: Peter Lang, Peter Lang Feb 2016
• Erscheinungsjahr: 2016
• Sprache: Englisch
• ISBN-10: 1433130580
• ISBN-13: 9781433130588
• Einband: Taschenbuch
• Zustand: Neu
• Abmessungen: 225B x 150 H x 18 T Millimeter Breite: 225 mm, Höhe: 150 mm, Tiefe: 18 mm
• Gewicht: 443 Gramm

Über diesen Titel

Inhaltsangabe

The book explores the historical failure of testing and grading; the theoretical and philosophical arguments against testing and grading; the negative influence of tests and grades on social justice, race, class, and gender; and the role that they play in perpetuating a deficit perspective of children.

Über die Autorin bzw. den Autor

Joe Bower was a teacher in Red Deer, Alberta, Canada. He spent ten years teaching grade eight language arts and science in a middle school, and then served as a special education teacher in a children’s psychiatric assessment unit. View his work at www.joebower.org and @joe_bower.
P. L. Thomas, Professor of Education (Furman University, Greenville, South Carolina), taught high school English in rural South Carolina before moving to teacher education. He is currently a column editor for English Journal (National Council of Teachers of English) and series editor for Critical Literacy Teaching Series: Challenging Authors and Genres. Follow his work at https://radicalscholarship.wordpress.com/ and @plthomasEdD.