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Creating Classroom Cultures: One Teacher, Two Lessons, and a High‐Stakes Test
Author(s) -
Valli Linda,
Chambliss Marilyn
Publication year - 2007
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1525/aeq.2007.38.1.57
Subject(s) - reading (process) , class (philosophy) , mathematics education , test (biology) , intervention (counseling) , pedagogy , sociology , focus (optics) , psychology , computer science , political science , paleontology , physics , optics , artificial intelligence , psychiatry , law , biology
Using activities as its analytic focus, this article compares the classroom cultures of two reading lessons taught by the same teacher. One was from a regular reading class and the other from a reading intervention class that was designed to help students pass the high‐stakes state assessment. By developing fine‐grained descriptions of classroom activities and participant roles, the article offers educators and policymakers a close look at the ways in which childcentered and test‐centered classroom cultures are constructed and the different types of learning opportunities and relationships each provides.