abstract: Much research has been conducted regarding the current state of public education within the United States. Very little of that research bodes well for the system’s current circumstances or for the direction our system is headed. The debate stems around two opposing ideologies. One believes that there needs to be more accountability via high-stakes testing and the continuum of the status quo that the country has maintained for centuries, regardless of the effect it may be having on the students’ well-being. While the opposing view sees high-stakes testing as a contributing factor to the seemingly unproductive, chaotic, and even harmful conundrum of bias and hegemony that shows a positive correlation of deleterious effects to student well-being. Although this paper references the research of highly esteemed scholars, it asserts that the voices of those that are most relegated to that of undervalued and ignored are precisely the voices that need to be gleaned most relevant. This paper’s purpose is to hear what the ‘experts’ in the field of education, the students themselves, have to say. / Dissertation/Thesis / Masters Thesis Social and Cultural Pedagogy 2018
| Identifer | oai:union.ndltd.org:asu.edu/item:49126 |
| Date | January 2018 |
| Contributors | Khaleesi, Casey (Author), Swadener, Elizabeth (Advisor), Bertrand, Melanie (Committee member), Broberg, Gregory (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Masters Thesis |
| Format | 71 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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