dc.contributor.author | Mausethagen, Sølvi | en_US |
dc.date.accessioned | 2014-01-10T10:22:49Z | |
dc.date.available | 2014-01-10T10:22:49Z | |
dc.date.issued | 2013 | en_US |
dc.identifier.citation | Mausethagen, S. (2013). Talking about the test. Boundary work in primary school teachers’ interactions around national testing of student performance. Teaching and Teacher Education : An International Journal of Research and Studies, 36, 132-142. doi:10.1016/j.tate.2013.08.003 | en_US |
dc.identifier.issn | 0742-051X | en_US |
dc.identifier.other | FRIDAID 1052373 | en_US |
dc.identifier.uri | https://hdl.handle.net/10642/1750 | |
dc.description.abstract | There is currently a strong belief in accountability as a policy of action and standardized testing has been
implemented in several countries. This article examines tensions that occur in meetings when primary
school teachers in Norway discuss national testing, and how these are handled. In particular, tensions
revolve around what is seen as internal (teachers’ everyday work) and external (policies and practices
outside the main frame of teaching). Even though national testing is mainly seen as external to teachers’
work, teachers involve in boundary work and reshape professional discourse in order to create relevance
and maintain legitimacy following new expectations | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Elsevier | en_US |
dc.relation.ispartofseries | Teaching and Teacher Education : An International Journal of Research and Studies;36 | en_US |
dc.subject | Accountability | en_US |
dc.subject | Boundary work | en_US |
dc.subject | Discourse analysis | en_US |
dc.subject | National testing | en_US |
dc.title | Talking about the test. Boundary work in primary school teachers’ interactions around national testing of student performance | en_US |
dc.type | Journal article | en_US |
dc.type | Peer reviewed | en_US |
dc.description.version | “NOTICE: this is the author’s version of a work that was accepted for publication in Teaching and Teacher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Teaching and Teacher Education : An International Journal of Research and Studies, 36, 132-142. doi:10.1016/j.tate.2013.08.003” | en_US |
dc.identifier.doi | http://dx.doi.org/10.1016/j.tate.2013.08.003 | |