Abstract
This review compares the ethnographic research of Jessica Zacher Pandya’s Overtested: How High-Stakes Accountability Fails English Language Learners with the programmatic prescriptions of Yvette Jackson’s Pedagogy of Confidence. Both texts are concerned with the impact of standardized testing on urban students, but the focus of each book is quite different in terms of public policy on education and the way teacher roles are construed.References
References
Franklin, V.P. (2007).“The Tests Are Written for the Dogs: The Journal of Negro Education, African American Children, and the Intelligence Testing Movement in Historical Perspective.” The Journal of Negro Education v 76 n 3 (Summer 2007): 216-229.
Howell, Leanne, Chance W. Lewis, and Norvella Carter, eds. (2011). Yes We Can!: Improving Urban Schools Through Innovative Education Reform. Charlotte, NC: Information Age Publishing.
Jackson, Yvette. (2011). The Pedagogy of Confidence: Inspiring High Intellectual Performance in Urban Schools. New York: Teachers College Press.
Zacher Zacher Pandya, Jessica. (2011). Overtested: How High-Stakes Accountability Fails English Language Learners. New York: Teachers College Press.