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How Teachers' Professional Identities Position High-Stakes Test Preparation in Their Classrooms


by Lesley A. Rex & Matthew Nelson — 2004


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Cite This Article as: Teachers College Record Volume 106 Number 6, 2004, p. 1288-1331
http://www.tcrecord.org ID Number: 11574, Date Accessed: 12/17/2017 3:02:04 AM
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About the Author
  • Lesley Rex
    University of Michigan
    E-mail Author
    LESLEY A. REX is associate professor of education at the University of Michigan. Based on this study and five additional studies from this research, she is conducting a professional development project in her research district. Her primary interest is secondary English language arts education, particularly inclusionary classroom teaching. Two recent publications on this topic are ‘‘Teachers’ Pedagogical Stories and the Shaping of Classroom Participation: ‘The Dancer’ and ‘Graveyard Shift at the 7-11’ in American Educational Research Journal, with T. Murnen, J. Hobbs, and D. McEachen, and ‘‘Exploring Orientation in Remaking High School Readers’ Literacies and Identities’’ in Linguistics and Education.
  • Matthew Nelson
    University of Michigan
    E-mail Author
    MATTHEW C. NELSON is writing his dissertation in the Joint Program of English and Education at the University of Michigan. He is the research assistant for this program of research. His interests are in the training of university composition instructors and relationships to classroom teaching and high school preparation.
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