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2018
Volume 33, Issue 3
  • ISSN: 0007-8204
  • E-ISSN: 1943-2216

Abstract

Notes impact of high-stakes language arts assessments on teachers in Georgia rural districts. Provides additional support for what many English teachers already believe—that rich classroom discussion, reading from a variety of texts, student-centered writing assignments, and metacognitive awareness of one’s reading and writing strategies contribute to successful student performances on even the most narrowly conceived high-stakes tests.

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/content/journals/10.58680/ee20011579
2001-04-01
2024-06-15
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http://instance.metastore.ingenta.com/content/journals/10.58680/ee20011579
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  • Article Type: Research Article
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