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Home > Society and Social Sciences > Education > Educational administration and organization > Becoming Literate in Assessment-Saturated Classrooms: Elementary Students' Literacy Performances at the Intersection of Literacy Curricula and Testing
Becoming Literate in Assessment-Saturated Classrooms: Elementary Students' Literacy Performances at the Intersection of Literacy Curricula and Testing

Becoming Literate in Assessment-Saturated Classrooms: Elementary Students' Literacy Performances at the Intersection of Literacy Curricula and Testing


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About the Book

The purpose of this ethnographic case study was to examine the processes whereby students' performances as literacy learners were shaped at the intersection of literacy curricula and mandated testing. Specifically, this study explored the ways students in a third grade, public school classroom performed literate identities over the course of an academic year, paying attention to the possibilities for and of transforming normalized meanings of literacy mandated in the classroom. The setting for the study was a Pre K-7 public school, located in a metropolitan area and receiving Title I funding. Sociocultural and poststructural theories were used for identifying how students took up, resisted to, or disrupted normalized meanings of literacy, while concurrently performing gendered, raced/ethnic, and ability identities. Data were collected from mid-September to mid-June through participant observation, interviews with the classroom teachers and six focal students, and document analysis. Multiple readings of data, and discourse and textual analysis were used for identifying meanings of literacy described in the curriculum and mandated assessments, as well as performed in the classroom. Particular attention was paid to literacy practices, subject positioning, and power negotiation in interactional contexts. Case studies were constructed for three of the focal students with the goal of illustrating both convergences and differences in literacy performances across and within the cases. Findings suggest that high-stakes testing incorporated more than the State English Language Arts exam, which is usually described as the ultimate form of mandated testing. Observations throughout the year made evident that other forms of assessment, embedded in the balanced literacy curriculum and mandated through local education policies, are as high-stakes as the State exam. All these assessments contribute to students' understandings of themselves and others as literacy learners, while concurrently narrowing the curriculum and obstructing ways of doing literacy differently. Nevertheless, the teachers and students were able to perform literacy differently and challenge their positioning as "at risk" of academic failure. The study concludes with the question of whether those performances will be valued in broader institutional and political contexts, and thus the students will be recognized as able doers and knowers.


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Product Details
  • ISBN-13: 9781243598905
  • Publisher: Proquest, Umi Dissertation Publishing
  • Publisher Imprint: Proquest, Umi Dissertation Publishing
  • Height: 246 mm
  • Weight: 789 gr
  • ISBN-10: 1243598905
  • Publisher Date: 01 Sep 2011
  • Binding: Paperback
  • Spine Width: 23 mm
  • Width: 189 mm


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Becoming Literate in Assessment-Saturated Classrooms: Elementary Students' Literacy Performances at the Intersection of Literacy Curricula and Testing
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Becoming Literate in Assessment-Saturated Classrooms: Elementary Students' Literacy Performances at the Intersection of Literacy Curricula and Testing
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