The Resource "I think I'm a good reader, but I guess I'm not, since I got put in that class." The intended and unintended consequences of reading assessment and intervention : an institutional ethnography, by Danielle Johnson

"I think I'm a good reader, but I guess I'm not, since I got put in that class." The intended and unintended consequences of reading assessment and intervention : an institutional ethnography, by Danielle Johnson

Label
"I think I'm a good reader, but I guess I'm not, since I got put in that class." The intended and unintended consequences of reading assessment and intervention : an institutional ethnography
Title
"I think I'm a good reader, but I guess I'm not, since I got put in that class." The intended and unintended consequences of reading assessment and intervention
Title remainder
an institutional ethnography
Statement of responsibility
by Danielle Johnson
Title variation
Intended and unintended consequences of reading assessment and intervention
Creator
Contributor
Author
Thesis advisor
Subject
Genre
Language
eng
Summary
This Institutional Ethnography presents research gathered through interviews with administrators, teachers and students involved in the giving, taking and using of reading assessments to place students in junior high reading intervention. A strong commitment to standardized testing in America and a belief in literacy as the most important skill to be learned in schools has led to an increased focus in literacy assessment and intervention. In analysis of interviews with over 55 individuals impacted by testing in one district, conversations reveal the role that power plays in the ongoing high stakes assessing of readers and the placement of them in classes meant to "fix" their "deficiencies." Findings reveal that these fixes often do more harm than good creating stigma and lost opportunities for students, extra stress for teachers and a disconnect between belief and practice. Radical rethinking how we value and assess all learners in school could lead to better outcomes for individuals, schools and society
Cataloging source
MUU
http://library.link/vocab/creatorName
Johnson, Danielle
Degree
Ph. D.
Dissertation note
Thesis
Dissertation year
2016.
Government publication
government publication of a state province territory dependency etc
Granting institution
University of Missouri--Columbia
Illustrations
illustrations
Index
no index present
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
  • theses
http://library.link/vocab/relatedWorkOrContributorName
Gilles, Carol
http://library.link/vocab/subjectName
  • Reading
  • Reading
  • Response to intervention (Learning disabled children)
Label
"I think I'm a good reader, but I guess I'm not, since I got put in that class." The intended and unintended consequences of reading assessment and intervention : an institutional ethnography, by Danielle Johnson
Instantiates
Publication
Note
  • Dissertation supervisor: Dr. Carol Gilles
  • Includes vita
Bibliography note
Includes bibliographical references (pages 228-239)
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Control code
989523866
Extent
1 online resource (xiv, 249 pages)
Form of item
online
Media category
computer
Media MARC source
rdamedia
Media type code
c
Other physical details
illustration
Specific material designation
remote
System control number
(OCoLC)989523866
Label
"I think I'm a good reader, but I guess I'm not, since I got put in that class." The intended and unintended consequences of reading assessment and intervention : an institutional ethnography, by Danielle Johnson
Publication
Note
  • Dissertation supervisor: Dr. Carol Gilles
  • Includes vita
Bibliography note
Includes bibliographical references (pages 228-239)
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Control code
989523866
Extent
1 online resource (xiv, 249 pages)
Form of item
online
Media category
computer
Media MARC source
rdamedia
Media type code
c
Other physical details
illustration
Specific material designation
remote
System control number
(OCoLC)989523866

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