Harvard Educational Review
  1. Fall 2018 Issue »

    New Teacher Socialization and the Testing Apparatus

    Sarah Byrne Bausell and Jocelyn A. Glazier
    Given the well-documented pervasiveness of high-stakes assessment in preK–12 schools, many researchers have investigated how testing affects students. In this article, Sarah Byrne Bausell and Jocelyn A. Glazier explore the ways that high-stakes testing influences beginning teacher socialization and the ways that teacher colleagues shape one another’s responses to these policies. The authors use discourse analysis to examine six years of transcripts collected from a series of quarterly teacher discussion groups, during which elementary school teachers talked about their work within the testing landscape. Their findings indicate that high-stakes testing deeply affects teacher beliefs, practices, and socialization behaviors, thus revealing a troubling tendency to position students as numbers and a sharp decline in talk about teaching philosophies and practices develops alongside the testing policy landscape. Bausell and Glazier recommend that teacher educators prepare future teachers with an understanding of the ways teacher socialization unfolds so that new teachers can be mindful of the factors that may shape their practice. 

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    Sarah Byrne Bausell is a doctoral candidate studying teacher education and curriculum studies at the University of North Carolina at Chapel Hill. Her research draws from dialectical theories of listening and engages practicing teachers in a critical discourse collaborative, a group connected by their shared commitment to the English classroom as a site for transformative pedagogies.

    Jocelyn A. Glazier is an associate professor of education at the University of North Carolina at Chapel Hill. Her research and teaching focus on supporting teacher development of innovative and empowering pedagogies to support all students, particularly those most marginalized in schools. Her qualitative work raises important questions about the potential of transformative, experiential teaching practices at all levels of education and across multiple contexts. Glazier’s research has appeared most recently in journals such as the New Educator, Journal of Experiential Education, and Teaching Education. Before her work in higher education, she was a high school English teacher. 
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    Fall 2018 Issue

    Abstracts

    Safe Routes to School?
    Black Caribbean Youth Negotiating Police Surveillance in London and New York City
    Derron Wallace

    Book Notes

    Negotiating Opportunities
    Jessica McCrory Calarco

    “Why We Drop Out”
    Deborah L. Feldman, Antony T. Smith, and Barbara L. Waxman

    Mi Padre
    Sarah Gallo