How Teachers' Professional Identities Position High-Stakes Test Preparation in Their Classrooms

By Lesley A. Rex, Matthew Nelson. 2004

128 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/549dbd019e60e60b77b3d3544b0b451a76f2befd

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In Education

Citations in the corpus

Developing a Theory of Ambitious Early-Career Teacher Practice (2013, background): “…about teaching, or visions of practice, others have tried to specify which might be most influential on pedagogical reasoning—describing, for example, the powerful role of ‘‘personal commitments’’ (Rex & Nelson, 2004) and ‘‘personal biographies’’ (Flores, 2006) in everyday instructional decisions.”
The Narrowing of Curriculum and Pedagogy in the Age of Accountability Urban Educators Speak Out (2007, methodology): “We believed that by using teacher voices to describe the “local, situated complexities” of teaching and learning, we might shed light on the debates about the accountability movement and its effects on beginning teachers in the largest public school system in the United States (Rex & Nelson, 2004).”
The Effectiveness and Ease of Implementation of an Academic Vocabulary Intervention for Linguistically Diverse Students in Urban Middle Schools (2010, background): “Moreover, many middle school teachers consider themselves teachers of academic content, not as literacy teachers (for relevant discussions see Frey, 2002; Lee, Dedrick, & Smith, 1991; Rex & Nelson, 2004).”
High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis (2007, background): “…2001 SAC, PCT, KCF Murillo & Flores, 2002 SAC Passman, 2001 SAC, PCT, KCF Perreault, 2000 SAC, PCT Renter et al., 2006 SAC Rex, 2003 SAC, PCT Rex & Nelson, 2004 SAE, PCS, KCI Salinas, 2006 SAE, SAC Segall, 2003 SAE, SAC, PCT, KCF, KCI Siskin, 2003 SAC Sloan, 2005 SAC, PCT, KCF Smagorinsky,…”
Who Will Stay and Who Will Leave? Predicting Secondary English Teacher Attrition Risk (2010, background): “All schools have their own preexisting histories (Craig, 1999), and new teachers must immediately engage in discourse and mediate behaviors in the macro and micro contexts previously established (Rex & Nelson, 2004).”