A Qualitative Study of the Epistemological Interplay between Teachers and Students in a High Stakes Testing Environment

Abstract

Employing grounded theory methodology informed by microethnographic discourse analysis, studies the classroom conversations, interviews with students and teachers, and students' written texts in a high stakes test preparation program for tenth graders to determine the effects students and teachers have upon one another's epistemological beliefs concerning the source of knowledge. Students were preparing for the Connecticut Academic Performance Test.

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References found in this work

The culture of education.Jerome S. Bruner - 1996 - Cambridge: Harvard University Press.
The Culture of Education.Jerome Bruner - 1997 - British Journal of Educational Studies 45 (1):106-107.
Ways with Words: Language, Life and Work in Communities and Classrooms.Shirley Brice Heath - 1984 - British Journal of Educational Studies 32 (2):186-187.

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