LEADER 01055nam0-2200337---450- 001 990008264740403321 005 20060313142336.0 010 $a88-245-0172-9 035 $a000826474 035 $aFED01000826474 035 $a(Aleph)000826474FED01 035 $a000826474 100 $a20060131d1983----km-y0itay50------ba 101 1 $aita$ceng 102 $aIT 105 $ay-------001yy 200 1 $a<>uomo grammaticale$einformazione, entropia, linguaggio e vita$fJeremy Campbell$g[trad. dall'inglese di Giuseppe Politi] 210 $aMilano$cEdizioni di Comunità$dc1983 215 $a316 p.$d21 cm 225 1 $aSaggi di cultura contemporanea$v148 454 0$12001$aGrammatical Man$1210$aNew York$cSimon and Schuster$dc1982$950143 676 $a001.539$v21$zita 700 1$aCampbell,$bJeremy$f<1931- >$0291709 702 1$aPoliti,$bGiuseppe 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990008264740403321 952 $aS 175$bs.i.$fDSS 959 $aDSS 996 $aGrammatical Man$950143 997 $aUNINA LEADER 03716oam 22005532 450 001 9910795184203321 005 20230817185253.0 010 $a9789004401365$b(electronic book) 010 $z9789004387232$b(print) 024 7 $a10.1163/9789004401365 035 $a(CKB)4570000000000096 035 $a(MiAaPQ)EBC5842443 035 $a(DLC)20904744 035 $a(DLC)2019013901 035 $a(nllekb)BRILL9789004401365 035 $a(EXLCZ)994570000000000096 100 $a20190326d2019 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe high stakes of testing $eexploring student experience with standardized assessment through governmentality /$fBy Amy L. Kelly 210 1$aLeiden ;$aBoston :$cBrill Sense,$d[2019] 215 $a1 online resource (vi, 134 pages) 225 0 $aConstructing knowledge : curriculum studies in action ;$vVolume 19 311 $a90-04-40136-9 311 $a90-04-40134-2 311 $a90-04-38723-4 320 $aIncludes bibliographical references. 327 $aFront 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. 330 $aStandardized assessments have long been part of the educative experience for students around the world. The high-stakes nature of these tests can have damaging and enduring effects for public school systems, particularly the youth. With the adoption of Common Core State Standards and mandated state-wide accountability measures, high-stakes tests, like the PARCC, gained quick and controversial notoriety. The high-stakes discourse has been dominated by politicians, educators, and parents. Notably absent from this dialogue are the voices of those whom are impacted the most: students. Largely influenced by Critical Pedagogy, this research sheds light on the negative, punitive, and often arbitrary nature of testing in schools. The paramount intention of this publication is to raise awareness of student experiences and perspectives of standardized testing. The High Stakes of Testing analyzes the experiences, relationships, thoughts, ideas, and opinions students have with standardized assessment measures. Interviews with seven students in Grades 3, 5, and 8 are examined through a governmentality lens to reveal the ways in which the youth are manipulated, regulated, and disciplined to view standardized testing as a natural part of what it means to be a public-school student. It is only when we can begin to see and appreciate how our youth interact with the omnipresent testing in our public schools can we begin to envision changing these accountability practices. 410 0$aConstructing Knowledge: Curriculum Studies in Action$v19. 606 $aEducational tests and measurements$xEvaluation 606 $aStudent evaluation of curriculum 606 $aEducation and state 606 $aCritical pedagogy 615 0$aEducational tests and measurements$xEvaluation. 615 0$aStudent evaluation of curriculum. 615 0$aEducation and state. 615 0$aCritical pedagogy. 676 $a371.26 700 $aKelly$b Amy L.$01547112 801 0$bNL-LeKB 801 1$bNL-LeKB 906 $aBOOK 912 $a9910795184203321 996 $aThe high stakes of testing$93803222 997 $aUNINA