Using Standards and High-Stakes Testing for Students

Contributors in educational policy, educational administration, and secondary education offer ideas on mitigating the negative effects of standards and high-stakes testing, especially with students of lower socio-economic status. They also go to the next level by showing how to help students understand the socially constructed nature of the accountability and standardization movement. Some topics explored include media literacy education, a critical race theory of response to intervention (RTI), and the yoga-in-the-schools movement. The first part of the book reveals the social, economic, and political forces behind the two major political parties' support of the accountability and standardization movement. Later chapters describe classroom ideas and institutional policies for teachers who want to hijack dominant discourses and practices of the accountability and standardization movement in order to promote critical forms of pedagogy and curricula in K-12 schools. Julie Gorlewski teaches secondary education at the State University of New York-New Paltz. Annotation c2012 Book News, Inc., Portland, OR (booknews.com)

Julie A. Gorlewski is Assistant Professor of Secondary Education at the State University of New York at New Paltz. She earned a PhD in social foundations of education from the University of New York at Buffalo. She edits the column ?Research for the Classroom? in English Journal, has published numerous articles and chapters, and recently authored Power, Resistance, and Literacy: Writing for Social Justice, the recipient of the American Educational Studies Association’s Critics’ Choice Award in 2011.
Brad J. Porfilio is Assistant Professor of Educational Leadership at Lewis University. He earned a PhD in social foundations of education from the University of New York at Buffalo. He has published numerous articles, chapters, and edited volumes. His co-edited book The Destructive Path of Neoliberalism was the recipient of the American Educational Studies Association’s Critics’ Choice Award in 2010.
David A. Gorlewski is Assistant Professor in the School of Education at D’Youville College in Buffalo, New York, where he teaches a course in curriculum issues and curriculum planning. He earned an Ed.D. in educational policy and leadership from the University of New York at Buffalo. His work has appeared in English Journal and in Excelsior, a publication of the New York Association of Colleges for Teacher Education.