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Teach Reading, Not Testing Best Practice in an Age of Accountability by Professor Liz Hollingworth, Hilleary M. Drake
  

Teach Reading, Not Testing Best Practice in an Age of Accountability

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Synopsis

Teach Reading, Not Testing Best Practice in an Age of Accountability by Professor Liz Hollingworth, Hilleary M. Drake

Finally, a responsible approach to reading instruction that does not require teachers to abandon everything they know about teaching students how to be literate and how to LOVE reading! Test preparation worksheets and drill and kill activities do not make children into life-long readers. Hollingworth and Drake provide research from the academic community to support the instructional strategies that are offered in this very practical book. In addition, they include stories from the field about the ways the accountability movement is influencing teaching practice and what can be done about it. These authors mix an insiderAEs perspective on assessment research and development with a practitionerAEs experience in achieving reading outcomes at the elementary and secondary levels. Their aim is to show how all students can be prepared for standardized tests, without oteaching to the test.o The key components of their approach are: 1) aligning instruction to the state or national core standards, 2) using formative assessment, 3) connecting units to real-world contexts, 4) motivating students effectively, and 5) holding on to best practice in literacy instruction. This book affirms the professionalism of the classroom teacher without vilifying standardized tests.

Reviews

This is a useful resource for teachers and administrators who aspire to ramp up their knowledge of current practices and policies driving the myriad changes swirling in the field of literacy instruction. It is a friendly overview and navigation guide by a knowledgeable author team. -- Paula J. Leftwich, Senior Director, K-12 Curriculum and Instruction This timely book addresses issues that we all deal with on a daily basis because of NCLB and high stakes testing. Teachers are in a quandary because they are often directed to provide exercises and activities in the classroom that contradict what they know to be good literacy instruction. This book provides suggestions for maintaining excellent instructional standards which will result in improved test scores. -- Janice C. Brunson, Coordinator of Elementary Literacy


About the Author

Liz Hollingworth is a professor in the College of Education at the University of Iowa. Her research and teaching interests are centered on curriculum, leadership, and assessment. In particular, her work explores how federal school reform policies affect classroom practice. Her other books include Organization and Administration of Iowa Public and Private Schools and Complicated Conversations: Race and Ideology in an Elementary Classroom. Dr. Hollingworth grew up in San Diego, taught in Chicago and Michigan, and now lives in Iowa City with her husband, Andrew, and teenaged daughter, Emily. Hilleary Drake has taught fifth grade for six years in Riverton, Wyoming. Growing up in Texas during the initial wave of the testing craze she understands just how harmful it can be when testing drives instruction. She earned her undergraduate degree from Texas A&M-Corpus Christi and her Master's degree from the University of Iowa. While at Iowa she worked with Iowa Testing Progams as a graduate assistant, gaining behind-the-scene knowledge of the testing industry. Hilleary enjoys reading, traveling, and spending time with friends and family, especially her husband Jay.

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Book Info

Publication date

8th November 2011

Author

Professor Liz Hollingworth, Hilleary M. Drake

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Publisher

SAGE Publications Inc

Format

Paperback
144 pages

Categories

Teaching of a specific subject
Educational: English language: reading & writing skills

ISBN

9781412997737

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