Teacher change and ''high-stakes'' assessment: what happens to professional development? $

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Teachers’ critical incidents: Ethical dilemmas in teaching practice (2011, methodology): “The cross-checking procedure was taken in order to establish the trustworthiness of the data collection and analysis procedures (Boardman & Woodruff, 2004).”
The Narrowing of Curriculum and Pedagogy in the Age of Accountability Urban Educators Speak Out (2007, background): “Such professional development is often at risk in climates emphasizing high-stakes testing (Boardman & Woodruff, 2004).”
Strategic Compromise a Student Teacher's Design of Kindergarten Mathematics Instruction in a High-Stakes Testing Climate (2007, background): “The demands and pressures that high-stakes tests place on teachers’ work have been documented in numerous studies (Barksdale-Ladd & Thomas, 2000; Boardman & Woodruff, 2004; Cimbricz, 2002; Craig, 2004; Lasky, 2005; Smith, 1991).”
Changing practices: influences on classroom assessment (2006, background): “Mabry et al. (2003) and Boardman and Woodruff (2004) point to the national No Child Left Behind policy in the United States, and McDonald (2002) identifies provincial examination policy in Alberta, Canada.”