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Teachers and Teaching
theory and practice
Volume 14, 2008 - Issue 3
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Original Articles

Professional identity of a reading teacher: responding to high‐stakes testing pressures

Lori Czop Assaf Texas State University, San Marcos, Texas, USACorrespondence[email protected]
Pages 239-252 | Received 28 Jul 2007, Accepted 04 Feb 2008, Published online: 22 May 2008

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Adrian D. Martin & Kathryn J. Strom. (2016) Toward a Linguistically Responsive Teacher Identity: An Empirical Review of the Literature. International Multilingual Research Journal 10:4, pages 239-253.
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Christopher P. Brown. (2015) Taking and teaching the test are not the same: a case study of first-year teachers’ experiences in high-stakes contexts. Teachers and Teaching 21:8, pages 1026-1044.
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Mary Beth Hines & Jennifer Conner-Zachocki. (2015) Using practitioner inquiry within and against large-scale educational reform. Teacher Development 19:3, pages 344-364.
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Betina Hsieh. (2015) The importance of orientation: implications of professional identity on classroom practice and for professional learning. Teachers and Teaching 21:2, pages 178-190.
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Mary Beth Sampson, Wayne M. Linek, I. Laverne Raine & Susan Szabo. (2013) The Influence of Prior Knowledge, University Coursework, and Field Experience on Primary Preservice Teachers' Use of Reading Comprehension Strategies in a Year-Long, Field-Based Teacher Education Program. Literacy Research and Instruction 52:4, pages 281-311.
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Julie L. Pennington, Cynthia H. Brock, Torrey Palmer & Linnea Wolters. (2013) Opportunities to teach: confronting the deskilling of teachers through the development of teacher knowledge of multiple literacies. Teachers and Teaching 19:1, pages 63-77.
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Jo Worthy, Katharine Chamberlain, Katie Peterson, Caron Sharp & Pei-Yu Shih. (2012) The Importance of Read-Aloud and Dialogue in an Era of Narrowed Curriculum: An Examination of Literature Discussions in a Second-Grade Classroom. Literacy Research and Instruction 51:4, pages 308-322.
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Articles from other publishers (24)

Elizabeth A. C. Rushton, Emma Rawlings Smith, Sarah Steadman & Emma Towers. (2023) Understanding teacher identity in teachers' professional lives: A systematic review of the literature. Review of Education 11:2.
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Jia Li & Bin Ai. (2023) Teaching Myanmar students under the Gaokao policy in a borderland school: Teachers’ challenges and agency. Ethnography, pages 146613812311776.
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Shenhai Zhu & Maojie Zhou. (2022) High school English-as-a-foreign-language teachers’ emotional labor and job satisfaction: A latent profile analytical approach. Frontiers in Psychology 13.
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Felicia Moore Mensah. (2022) Educating Klaren: neoliberal ideology in teacher education impacting candidate preparation and the teaching of science to Black students. Cultural Studies of Science Education 17:1, pages 9-29.
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Daniela Campos S.Marcela Suckel G.Gonzalo Sáez N.Guillermo Rodríguez M.. 2022. Prácticas educativas, pedagogía e interculturalidad: V Congreso internacional de etnografía y educación julio de 2020. Modalidad virtual. Prácticas educativas, pedagogía e interculturalidad: V Congreso internacional de etnografía y educación julio de 2020. Modalidad virtual 355 367 .
Mustafa İLHAN, Neşe GÜLER & Gülşen TAŞDELEN TEKER. (2021) Views of Teachers on the Potential Negative Effects of High Stake TestsViews of Teachers on the Potential Negative Effects of High Stake Tests. International Journal of Assessment Tools in Education 8:2, pages 394-408.
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Mustafa ACAR & Serkan BULDUR. (2021) Fen Bilimleri Öğretmenlerinin Gözünden Merkezi Sınavlar: Olumlu ve Olumsuz EtkileriHigh Stakes Tests through the Eyes of Science Teachers: Positive and Negative Impacts. Anadolu Journal of Educational Sciences International 11:1, pages 390-414.
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Feifei Fan & Ester J. de Jong. (2019) Exploring professional identities of nonnative‐English‐speaking teachers in the United States: A narrative case study. TESOL Journal 10:4.
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Laura A. Taylor. (2019) Rights, duties and spaces of agency amidst high-stakes testing. English Teaching: Practice & Critique 18:2, pages 204-217.
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Jian (Tracy) Tao & Xuesong (Andy) Gao. (2018) Identity constructions of ESP teachers in a Chinese university. English for Specific Purposes 49, pages 1-13.
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Steven James Kurowski. 2018. English Education in Oman. English Education in Oman 11 33 .
Holly Hungerford-Kresser & Amy Vetter. (2017) Political tensions: English teaching, standards, and postsecondary readiness. English Teaching: Practice & Critique 16:3, pages 407-422.
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Sarah Benesch. 2017. Emotions and English Language Teaching. Emotions and English Language Teaching 56 79 .
Lori Czop Assaf, Liz Ralfe & Beth Steinbach. (2016) South African teachers learning to become writers and writing teachers: A study of generative learning. Teaching and Teacher Education 56, pages 173-184.
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Chin Ee Loh & Warren Mark Liew. (2016) Voices from the ground: The emotional labour of English teachers' work. Teaching and Teacher Education 55, pages 267-278.
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Melody Zoch. (2016) Growing the Good Stuff. Journal of Literacy Research 47:3, pages 328-369.
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Amy J. Heineke. (2014) Negotiating Language Policy and Practice. Educational Policy 29:6, pages 843-878.
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Virginia Montero-Hernandez, John Levin & Maribel Diaz-Castillo. (2014) Academic Resilience and Achievement. Journal of Hispanic Higher Education 13:4, pages 334-358.
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Jason Loh & Guangwei Hu. (2014) Subdued by the system: Neoliberalism and the beginning teacher. Teaching and Teacher Education 41, pages 13-21.
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Patrícia Maria Silva Gomes, Cátia Patrícia Pereira Ferreira, Ana Luísa Pereira & Paula Maria Fazendeiro Batista. (2013) A identidade profissional do professor: um estudo de revisão sistemática. Revista Brasileira de Educação Física e Esporte 27:2, pages 247-267.
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Qiang Cheng, Jian Wang & Shaoan Zhang. (2017) A Bumpy Border Crossing into the Teaching Culture on a U.S. Campus: Experience of a Chinese Faculty Member. Frontiers of Education in China 8:1, pages 123-146.
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Kate Thornton, Brenda Service & Louise Starkey. 2013. Virtual Mentoring for Teachers. Virtual Mentoring for Teachers 227 242 .
Keffrelyn D. Brown & Lisa S. Goldstein. (2013) Preservice Elementary Teachers’ Understandings of Competing Notions of Academic Achievement Coexisting in Post-NCLB Public Schools. Teachers College Record: The Voice of Scholarship in Education 115:1, pages 1-37.
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Jo Worthy, Annamary L. Consalvo, Treavor Bogard & Katie W. Russell. (2012) Fostering Academic and Social Growth in a Primary Literacy Workshop Classroom. The Elementary School Journal 112:4, pages 568-589.
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