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Standardized Test and the Covid-19 Pandemic: A Phenomenological Multi-Site Case Study of Singapore and Southern Nevada within a Culturally Responsive Evaluation Framework
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2021)
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Abstract:
As world governments scramble to contain the spread on Covid-19, temporary closure of schools was enforced, and on-site classes were converted to online or virtual versions within short notice. Yet, as dictated by world society, schools must prepare students for standardized tests in order to be acknowledged as legitimate. World rankings impose pressure on school systems to target high standardized test scores in order to gain and maintain economic viability for jurisdictions. This dissertation presents the pressures of high performance in standardized tests amidst a global pandemic as a problem to be researched within a context of sociopolitical and socioeconomic systems that marginalizes those at historically oppressed cultural intersections. The design of this phenomenological multi-site case study within a culturally responsive evaluation framework is aimed at exploring and interpreting voices of educational stakeholders at marginalized cultural intersections to surface underlying issues in education systems with heavy reliance on standardized test scores for accountability. In line with requirements of a phenomenological case study, the selected sites for the study are jurisdictions where I, as the researcher, have shared lived experiences with the research participants, namely Singapore and Southern Nevada. Additionally, the two jurisdictions share the common traits of being culturally diverse and cosmopolitan with high reliance on tourism. Within five chapters, this dissertation provides details of the study’s background, review of the literature, methodology, findings, and discussion of the findings that includes aspects of cultural responsiveness that are present and absent in each jurisdiction.
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Keyword:
and Multicultural Education; and Research; Bilingual; Comparative education; Crisis navigation; Education; Education Policy; Educational Assessment; Evaluation; Humanizing; Multidimensional cultural context; Multilingual; Neoliberalism; Social justice in education
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URL: https://digitalscholarship.unlv.edu/thesesdissertations/4113
https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=5117&context=thesesdissertations
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“The Hidden Door That Leads to Several Moments More”: Finding Context for the Literacy Narrative in First Year Writing
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In: The Journal of the Assembly for Expanded Perspectives on Learning (2021)
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Explaining short-term memory phenomena with an integrated episodic/semantic framework of long-term memory
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Teachers 3.0: Patterns of use of five digital tools.
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In: Digital Education Review; NUMBER 35 JUNE 2019; 202-215 ; 2013-9144 (2019)
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Uso de tecnologías y rendimiento académico en estudiantes adolescentes ; Use of technologies and academic performance in adolescent students
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Uso de tecnologías y rendimiento académico en estudiantes adolescentes
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 59, 2019, pags. 73-81 (2019)
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The status of writing in the educational context of the Sakurabiat language ; O status da escrita no contexto educacional da língua Sakurabiat
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In: Entrepalavras; v. 9, n. 2 (9); 415-433 (2019)
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La interpretación dialógica como práctica estratégica. Análisis de la toma de decisiones de cinco intérpretes en los Servicios Públicos
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La interpretación dialógica como práctica estratégica. Análisis de la toma de decisiones de cinco intérpretes en los Servicios Públicos
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Combating social isolation for people with severe chronic aphasia through community aphasia groups: consumer views on getting it right and wrong
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Argumentation-based Resolution of Ethos Conflicts in Educational Context.
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In: Policy for Peace. Language Education Unlimited ; https://hal.archives-ouvertes.fr/hal-01506979 ; F. V. Tochon; K. M.Harisson. Policy for Peace. Language Education Unlimited, Deep University Press, pp.154-180, 2017, Language Education Policy, 978-1-939755-16-2 ; https://www.deepuniversitypress.org/about-us.html (2017)
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Strategies in public service interpreting : a roleplay study of Chinese-Spanish/Catalan interactions
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Understanding contextual and social meaning in typically developing finnish-speaking four-To eight-year-old children
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Cyberbullying: competencia social, motivación y relaciones entre iguales
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 48, 2016 (Ejemplar dedicado a: Ética y plagio en la comunicación científica), pags. 71-79 (2016)
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АМЕРИКАНСКИЕ ЦЕННОСТИ, РЕПРЕЗЕНТИРУЕМЫЕ ОБРАЗАМИ АРТУРИАНЫ В ВОСПИТАТЕЛЬНОЙ ПАРАДИГМЕ США НАЧАЛА XX ВЕКА И ЛИТЕРАТУРЕ БОЙСКАУТОВ
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ШАРАПКОВА АНАСТАСИЯ АНДРЕЕВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Пермский государственный национальный исследовательский университет», 2015
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Tapping into What They Know: Contextual Grammar Instruction and Student Writing
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In: National Youth Advocacy and Resilience Conference (2015)
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Representações sociais do trabalho do intérprete de língua gestual portuguesa em contexto educativo: estudo com professores e intérpretes
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Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 11 of 12
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Student interview for Place-Based WAC/WID writing instruction in Management, clip 2 of 13
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Student interview for Place-Based WAC/WID writing instruction in Geography, clip 8 of 11
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