The Accountability Culture: a Systematic Review of High-Stakes Testing and English Learners in the United States During No Child Left Behind

Author:

Acosta SandraORCID,Garza TiberioORCID,Hsu Hsien-YuanORCID,Goodson PatriciaORCID,Padrón YolandaORCID,Goltz Heather H.ORCID,Johnston Anna

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology

Reference105 articles.

1. *Abedi, J. (2002). Standardized achievement tests and English language learners: psychometrics issues. Educational Assessment, 8, 231–257. https://doi.org/10.1207/S15326977EA0803_02.

2. Acosta, S., & Garza, T. (2011). The podcasting playbook: A typology of evidence-based podagogy for prek-12 Classrooms with English language learners. Research in the Schools, 18(2), 39–56 Retrieved from https://search.proquest.com/results/2AEE762C76DE4B35PQ/1?accountid=7082.

3. Acosta, S., & Goltz, H. (2014). Transforming practices: A primer on action research. Health Promotion Practice, 15(4), 465–470. https://doi.org/10.1177/1524839914527591.

4. Acosta, S., Goltz, H. H., & Goodson, P. (2015). Autoethnography in action research for health education practitioners. Action Research, 13(4), 411–431. https://doi.org/10.1177/1476750315573589.

5. Acosta, S., Garza, T., & Hsu, H-Y. (2017, April). Assessing Study Quality Using the Methodological Quality Questionnaire: A Case Study of Novice Rater Training. American Educational Research Association (AERA) 2017 Annual Conference, San Antonio, TX. AERA Online Paper Repository http://www.aera.net/repository.

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