Elementary Teachers' Perceptions of the Effects of High-Stakes Testing

Autor/in	Pavia, Amy
Titel	Elementary Teachers' Perceptions of the Effects of High-Stakes Testing
Quelle	(2012), (136 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-8614-4
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; School Districts; Interviews; High Stakes Tests; Coding; Social Change; Expectation; Teaching Methods; Faculty Development; Educational Change; Thinking Skills; Instructional Effectiveness; Case Studies; Qualitative Research; Elementary School Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; School district; Schulbezirk; Interviewing; Interviewtechnik; Codierung; Programmierung; Sozialer Wandel; Expectancy; Erwartung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Denkfähigkeit; Unterrichtserfolg; Case study; Fallstudie; Case Study; Qualitative Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	High-stakes testing has increased since the passage of the federal No Child Left Behind Act (NCLB) of 2001. Many teachers are using teacher-centered activities with memorization and testing coach books instead of creating student-centered higher-order thinking activities. Some school districts are eliminating subjects that are not tested on state assessments. The purpose of this study was to collect information regarding the teaching experiences of 9 elementary teachers from the same school within one public school district. Teacher interviews were utilized in this case study to explore the perceived effects of high-stakes tests on elementary curriculum and instruction. The theoretical foundation for this study was based on the theories of behaviorism and constructivism. The study research questions addressed teachers' perceptions of the effects of high-stakes testing on curriculum and instruction. Qualitative coding was used to identify patterns and themes in the data through the systematic analysis and constant comparison of data sets. Data from interview transcripts were analyzed to determine factors, events, conditions, personal perspectives, and concerns of the elementary teachers. Teachers felt that high-stakes testing has resulted in a rigid, unbalanced and narrow curriculum. Teachers described that high-stakes testing has resulted in clear expectations for teachers which have helped them to know exactly what they have to teach within their classrooms. Implications for positive social change include providing teachers with necessary professional development relating to the effects of high-stakes testing; this can lead to curricular and instructional change that provides more instruction in higher-order thinking. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10