College of Education
ISSN: 1937-3929
Journal of Curriculum and Instruction

Vol 1, No 1 (2007)

Literacy: Best Practices in an Age of High-Stakes Assessment

The inaugural issue of the Journal of Curriculum & Instruction (JoCI) focuses on the efforts of educators to implement meaningful literacy instruction within Pre K-12 school classrooms in the midst of mounting emphasis on high-stakes testing and accountability in America’s schools.

Guest Editor: Terry S. Atkinson, East Carolina University

Table of Contents

From My Point of View...

Literacy and Accountability: The High Stakes of High-Stakes Assessments
Terry S. Atkinson
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1-6

By Invitation

Thriving in a High-Stakes Testing Environment
Gerald G. Duffy
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7-13

Research Forum

Making Room for the Middle Grades: High-Stakes Teaching in an Era of High-Stakes Testing
Heather Kenyon Casey
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14-30
Going Beyond Test-Taking Strategies: Building Self-Regulated Students and Teachers
Stephanie G. Davis, Erika Swarts Gray
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31-47
The Impact of High-Stakes Assessments on Beliefs about Reading, Perceptions of Self-as-Reader, and Reading Proficiency of Two Urban Students Retained in Third Grade
Prisca Martens
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48-64

Practitioner's Platform

Increasing Fluency in First Graders: Practice Makes Perfect, or at Least Better
Amy D. Broemmel, Kristi Boruff, Ellie Murphy-Racey
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65-74

Perspective

Toward a Good or Better Understanding of Best Practices
David Reinking
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75-88