03716oam 22005532 450 991079518420332120230817185253.09789004401365(electronic book)9789004387232(print)10.1163/9789004401365(CKB)4570000000000096(MiAaPQ)EBC5842443(DLC)20904744(DLC)2019013901(nllekb)BRILL9789004401365(EXLCZ)99457000000000009620190326d2019 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierThe high stakes of testing exploring student experience with standardized assessment through governmentality /By Amy L. KellyLeiden ;Boston :Brill Sense,[2019]1 online resource (vi, 134 pages)Constructing knowledge : curriculum studies in action ;Volume 1990-04-40136-9 90-04-40134-2 90-04-38723-4 Includes bibliographical references.Front Matter -- Copyright page -- Acknowledgements -- Introduction: Who Cares What the Kids Think? -- Understanding High-Stakes Standardized Exams in the US -- What Is Student Voice? -- How Foucault’s Governmentality Can Help -- The Study -- What the Kids Have to Say -- Interpreting Student Voice: Themes -- What Does All This Mean? -- Possibilities: Where Do We Go from Here? -- Back Matter -- References -- Index.Standardized assessments have long been part of the educative experience for students around the world. The high-stakes nature of these tests can have damaging and enduring effects for public school systems, particularly the youth. With the adoption of Common Core State Standards and mandated state-wide accountability measures, high-stakes tests, like the PARCC, gained quick and controversial notoriety. The high-stakes discourse has been dominated by politicians, educators, and parents. Notably absent from this dialogue are the voices of those whom are impacted the most: students. Largely influenced by Critical Pedagogy, this research sheds light on the negative, punitive, and often arbitrary nature of testing in schools. The paramount intention of this publication is to raise awareness of student experiences and perspectives of standardized testing. The High Stakes of Testing analyzes the experiences, relationships, thoughts, ideas, and opinions students have with standardized assessment measures. Interviews with seven students in Grades 3, 5, and 8 are examined through a governmentality lens to reveal the ways in which the youth are manipulated, regulated, and disciplined to view standardized testing as a natural part of what it means to be a public-school student. It is only when we can begin to see and appreciate how our youth interact with the omnipresent testing in our public schools can we begin to envision changing these accountability practices.Constructing Knowledge: Curriculum Studies in Action19.Educational tests and measurementsEvaluationStudent evaluation of curriculumEducation and stateCritical pedagogyEducational tests and measurementsEvaluation.Student evaluation of curriculum.Education and state.Critical pedagogy.371.26Kelly Amy L.1547112NL-LeKBNL-LeKBBOOK9910795184203321The high stakes of testing3803222UNINA04058nam 22006495 450 991073579360332120251009083508.09783031349263303134926110.1007/978-3-031-34926-3(MiAaPQ)EBC30657017(Au-PeEL)EBL30657017(DE-He213)978-3-031-34926-3(CKB)27675024100041(OCoLC)1390919713(EXLCZ)992767502410004120230719d2023 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierJewish and Hebrew Education in Ottoman Palestine through the Lens of Transnational History /by Talia Tadmor-Shimony, Nirit Raichel1st ed. 2023.Cham :Springer Nature Switzerland :Imprint: Palgrave Macmillan,2023.1 online resource (vi, 235 pages)Global Histories of Education,2731-6416Print version: Tadmor-Shimony, Talia Jewish and Hebrew Education in Ottoman Palestine Through the Lens of Transnational History Cham : Springer International Publishing AG,c2023 9783031349256 Chapter 1. Introduction -- Chapter 2. Actors and Networks -- Chapter 3. The Educational Institutions and Pedagogical Approaches -- Chapter 4. The Portrait of the Graduate -- Chapter 5. Between Leadership and Caring -- Chapter 6. The Body as an Educational Object.This book uses transnational history to explain the formation of modern schools in a territory that lacks modern education. The emergence of modern Jewish education in Ottoman Palestine resulted from European actors and networks' infiltration of educational concepts due to several unique elements. One of them was the activity of transnational networks and actors. The other factor is the important place of education in shaping reality in the Jewish and Hebrew discourse. The area of Ottoman Palestine was almost devoid of modern education, so it is possible to examine the ways of transferring educational concepts. Historians can diagnose the starting point and locate the actors’ biographies and journeys. The book discusses and discovers several themes, such as molding five portraits of modern Jewish and Hebrew education graduates and the function of the school as a medical site due to the shortage of public health policy. Tali Tadmor-Shimony isa historian of education at Ben Gurion University, Israel. Her main interest covers the transfer of educational ideas, curriculum history, women teachers, immigrant teachers, and Hebrew education. She has published articles in leading scientific journals and two books, one of which was published in two editions. Nirit Raichel is Associate Professor in Education at the Kinneret College, Israel. She specializes in the field of instruction, learning, and assessment and teachers’ identity. She has published in leading scientific journals and has written eight books, such as Equity and formative assessment in higher education (2021). .Global Histories of Education,2731-6416EducationHistoryJudaism and cultureJudaismHistoryTeachingHistory of EducationJewish Cultural StudiesJewish HistoryPedagogyEducationHistory.Judaism and culture.JudaismHistory.Teaching.History of Education.Jewish Cultural Studies.Jewish History.Pedagogy.371.82992405694Tadmor-Shimony Tali1961-1431911Reichel Nirit1860154MiAaPQMiAaPQMiAaPQBOOK9910735793603321Jewish and Hebrew Education in Ottoman Palestine through the Lens of Transnational History4464716UNINA