The chapters in this volume illustrate how teachers are bringing creativity, higher-order thinking, and meaningful learning activities into particular school settings despite pressures of standards and testing. We chose the word wise for the title of this book, and we use it frequently to describe the pedagogical practices we have identified. The words powerful and ambitious are used as well. The larger point, as Keith C. Barton makes in his chapter, is that there is no necessary connection between content standards and high-stakes tests on the one hand, and low-level, rote instruction on the other. He reminds us, as Thornton (1991) and Wiggins (1987) previously have argued, that qteachers play a crucial role in mediating educational policy, and their intentions and interpretations have at least as much influence on classroom practice as does the content of standards and highstakes tests.q Barton also asserts that qthis makes it all the more crucial to identify the wisdom of practice that enables teachers...to engage students in powerful educational experiences.qEssays on Classroom Practices and Possibilities Elizabeth Anne Yeager, Ozro Luke Davis ... he serves as a good example of an AP teacher who seems to have struck something of a balance between lecture and discussion, didacticism and engagement, and ... The AP United States history exam: Have free response essays changed in the last thirty years? ... AP U.S. History: Beneficial or problematic?
|Title||:||Wise Social Studies Teaching in an Age of High-stakes Testing|
|Author||:||Elizabeth Anne Yeager, Ozro Luke Davis|
|Publisher||:||IAP - 2005-01-01|