What impact does the wge have on teachers and their classroom practice? What impact does the wge have on students and their writing? Turley then coded the interview transcripts using Kathy Charmazs principles of constructivist grounded theory, specifically the constant comparative method of data analysis. However, he never seems to explain the theory, the method, or any conclusions drawn from this coding process. Turley also strives for polyvocality within his text in order to represent his attempt to share and create knowledge with the participants (27). He does this by including narrative and counter narratives within the qualitative study portion of the research. In addition, he encourages the teachers who participated in the study to read, respond to and critique the study: one teacher response is included and Turley writes that more responses will be included in forthcoming versions of the work. After his general overview of the research project, turley devotes Chapters 3 and 4 to interesting moments within the process.
Standardized test - wikipedia
Within this archival study, turley wants to expose the institutional habits and cultural beliefs of the Progressive era that lead to the creation of the first scientific writing assessment tools. Through this archival examination, turley identifies standardization as an administrative response to a perceived problem and also identifies taylors ideology of efficiency as the model for this reform movement. This archival examination in combination with detailed literature reviews makes up the introduction and first chapter of the dissertation. In order to address his remaining research questions, turley also performs a year long qualitative study ( school year) within a school district that enforces a standardized writing test (WGE) as a graduation requirement. Chapter 2 provides an overview of the study, in which Turley collects data from 10 teachers in 2 high schools (5 from each school 2 principals, and 2 district administrators. Turley employs 2 rounds of interviews for each participant, which last from 45 90 minutes. In addition, turley observed 11 courses and collected classroom and district documents relating to writing instruction and/or the wge. Of the 2 schools, turley notes that one school is the oldest in the district, with a traditional structure and a diverse population that tends to pass the wge at a slower rate than students at the other school involved in the study, which. Turley also points to the fact that he engaged in an ongoing process of data analysis throughout the collection process, in order to allow the data to inform his work and allow him to follow interesting threads that become evident through analysis. When analyzing the first round of interviews, turley used these questions to guide him: What impact does the wge have on Butler Public School District? What impact does the wge have on Wilson and Marshall High Schools?
While the traditional elements of the dissertation are present, the introduction and each of the four chapters are preceded by vignettes that correspond to the chapter topic and describe situations the researcher experienced during the process. This allows the reader to hear the authors voice and perceptions of events involved in the research process professional without taking focus away from the participants in the study. Turley also chooses to include both narratives and counter-narratives concerning the writing test that is required for graduation in the district he is researching. The inclusion of the counter-narratives highlights both dissension and agreement between teachers and administrators. Methods of Data collection and Analysis. In order to address his first research question concerning the origins of standardized writing assessment in Composition, turley performs an archival study of the first 15 years. English journal as well as early issues. Teachers College record, pedagogical Seminary, and Educational Administration and Supervision.
Turley also discusses the political nature of educational reform as an administrative response to a perceived need—a need that may not be recognized by those that inhabit the institution: The residue of reform efforts of the past are still with schools today, often unnoticed. Like the graded school, credit unit, bell systems, and urbanization of schooling, standardized writing assessment has become part of the grammar of schooling (11). In addition to exploring the connection between assessment issues and taylors ideology, turley also grounds his work in foucaults theories on power relations and subjugated knowledges. Turley uses foucault as the theoretical underpinning to support his inclusion of counter-narratives in the qualitative portion of his study that examines writing assessment within a specific school district. Epistemology and Rhetorical Stance, this piece seems to be primarily hypothesis-testing, in that the qualitative study portion of the research emerged from the authors work with taylors model of industrial efficiency in combination with foucaults theories of power, displacement, and subjugated knowledge. Turley employs both a theoretical perspective, which he supports with narrative descriptions of his qualitative research. Genre, this dissertation has a very unique style.
Writing assessment - wikipedia
Research questions, turley identifies the following research questions in his Introduction: What are the origins of standardized writing tests within the fields of English Education and Composition? Where did they come from? What were their purposes? And what problems were they trying to solve by implementing them? Why do politicians, policymakers, administrators, and teachers turn to standardized writing tests to solve their writing problems? How do standardized writing tests impact essay student writing, teachers pedagogies and theories of writing, and school culture?
Turley argues that current problems with assessment and accountability, specifically in the form of writing scales and standardized tests, are a result of educational reform that began in the Progressive era in an adaptation of Fredrick taylors model for industrial efficiency. Turley discusses the move in the early 1900s to develop a scientific, objective tool to measure student writing and from there provides a general history of developments in assessment in relation to taylors efficiency model. Turley identifies this adaptation of taylors model as ineffective, as it focuses on efficiency of process rather than on quality of process or product. Through the creation of standardized tools to measure writing and teachers the residue of taylors ideology and practices are embedded within contemporary theories and practices of writing assessment today. This suggests Turleys view of standardized assessment tools as a way to hold teachers accountable for student success, rather than focusing on ways to ensure student growth and development.
Introduce your student to research and Purdue owl: Grades 7-12 Instructors and Students full owl resources for Grades 7-12 Students and Instructors Writing a research Paper — this section provides detailed information to the 5th edition of the apa manual, offers examples for the general. It goes over the Writing —. Bowen's Fifth Grade our class uses the lucy calkins Writing Workshop model for writing instruction. Students will study and write in the following genres: Personal Narrative; Essay 514757. The Scientific Management of Writing and the residue of Reform. This article is the winner of the 2008 cccc james Berlin Memorial Outstanding Dissertation Award.
Author and Audience, eric. Turley identifies his research as lying in the intersection of composition, writing assessment, and school reform. Since this is a dissertation, turley is producing this scholarship for his thesis committee, presumably with the intention of reframing/continuing the piece as a publication for a larger academic audience interested in the fields of composition, writing assessment, and school reform. Turleys completed his dissertation at the University of Nebraska, lincoln, under the supervision of Professor. Gallagher works in the areas of writing pedagogy, assessment and accountability, literacy studies, and rhetorical theory. Interestingly, gallaghers 1998 dissertation, reflexive inquiry: Rethinking Pedagogy and Literacy, also won the cccc james Berlin Memorial Outstanding Dissertation Award. In addition to this dissertation, turley and Gallagher co-authored. On the Uses of Rubrics, reframing the Great Rubric Debate, which is linked to usfs myreviewers web site. Turley is currently an Assistant Professor at the University of Missouri,.
A guide to, standardized, writing, assessment - educational leadership
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