Creating Classroom Cultures: One Teacher, Two Lessons, and a High-Stakes Test

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Abstract

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.

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