Middle School Teachers’ Perceptions of the Influence of High Stakes Testing on Instructional Practices and Student Learning and Engagement in Rural Southwest Virginia PDF Download
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Author: Kelli N. Mooney
Publisher:
ISBN:
Category :
Languages : en
Pages : 96
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Book Description
In this qualitative study, I examined teachers’ perceptions of the influence of high stakes testing on instructional practices and student learning and engagement in middle schools in rural Southwest Virginia. Fourteen middle school teachers from three middle schools completed questionnaires, and seven teachers submitted lesson plans as part of this study. I analyzed the data and determined teachers expressed negative perceptions of the effects of high stakes testing on student learning and engagement. Teachers also stated high stakes testing limited instructional practices used in classrooms. Teachers perceived current instructional practices were not conducive for active student learning and engagement; however, these teachers felt restricted by the state-prescribed curricula and high expectations for student performance on high stakes testing.
Author: Kelli N. Mooney
Publisher:
ISBN:
Category :
Languages : en
Pages : 96
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Book Description
In this qualitative study, I examined teachers’ perceptions of the influence of high stakes testing on instructional practices and student learning and engagement in middle schools in rural Southwest Virginia. Fourteen middle school teachers from three middle schools completed questionnaires, and seven teachers submitted lesson plans as part of this study. I analyzed the data and determined teachers expressed negative perceptions of the effects of high stakes testing on student learning and engagement. Teachers also stated high stakes testing limited instructional practices used in classrooms. Teachers perceived current instructional practices were not conducive for active student learning and engagement; however, these teachers felt restricted by the state-prescribed curricula and high expectations for student performance on high stakes testing.
Author: Gail Carroll Peck
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 117
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Book Description
High-stakes testing remains one of the most controversial aspects of No Child Left Behind legislation. The purpose of this study was to examine the perceptions of teachers regarding the impact of high-stakes testing on instructional practices in the area of mathematics. A secondary purpose was to explore the relationship between personal beliefs and instructional practices. For the purpose of this study, the standardized test utilized was Measures of Academic Progress (MAP), which significantly differed from most high-stakes tests in that it is a diagnostic growth measure. Forty first and second grade teachers completed two surveys utilizing a forced choice format, one indicating personal beliefs and one indicating actual practices. Participants also completed a Likert scale survey to identify perceptions specifically related to mathematics instruction, student engagement, and assessment. Teachers also responded to interview probes. Common threads emerged in the reviewed literature. The majority of researchers identified narrowing of the curriculum, loss of teacher efficacy, increased teacher and student stress, and a move back to a traditional 'skill and drill' methodology as the major consequences of high-stakes testing. Results obtained in this study supported previous research. Three themes emerged in this study: a) change occurred in actual practice more significantly in instructional practice than student engagement practices, b) the impact was not as negative as teachers perceived, and c) teachers had a significant emotional response to the culture of high-stakes testing.
Author: Steven A. Leever
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 154
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Book Description
The purpose of this qualitative study was to determine the perceptions that middle level teachers held regarding the impact of high-stakes PSSA testing on mathematics classroom instruction in Pennsylvania middle school/junior high schools. An online survey, a review of teacher lesson plans, and focus group video conference discussions were used to probe how the PSSA had influenced planning and instruction. The results of this qualitative study indicate that teachers displayed some degree of satisfaction with the use of standards in their classrooms, but viewed their success on high-stakes tests with a degree of skepticism. Teachers expressed that their successes on the PSSA tests were, in part, due to their own understanding of the test, not necessarily the abilities of their students.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 734
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Book Description
Author: Sheila A. Hendricks
Publisher:
ISBN:
Category : Achievement tests
Languages : en
Pages : 198
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Book Description
Teachers' perceptions on high-stakes tests can contribute to student engagement and risk taking, critical thinking, creativity, and self-assessment skills. This quantitative study explored how teacher perceptions fit within the domains of positive and negative aspects of high-stakes tests, instructional practices, student work quality, and pressure associated with high-stakes tests. The findings are results from surveys. The survey instrument is the revised version of the Perception of High-Stakes Testing by National Board Certified Teachers. The findings and their implications are explored through four lenses: positive/negative aspects of high-stakes tests, instructional practices, quality of student work, and pressure associated with high-stakes tests. Teachers responsible for teaching to high-stakes tests are assessed by their peers, administration, communities, school board, and state and federal education organizations. Connections to pedagogy and perceptions of high-stakes tests in secondary math and reading courses are discussed.
Author: Carl D. Glickman
Publisher: ASCD
ISBN: 0871205963
Category : Education
Languages : en
Pages : 153
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Book Description
In a follow-up to his earlier book, Developmental Supervision, distinguished educator and author Carl D. Glickman provides instructional leaders--supervisors, principals, and teachers--with practical guidance and thoughtful insight to help them succeed as they work with teachers to improve classroom teaching and learning. In a straightforward and easy-to-read manner, Glickman discusses *Structures of classroom assistance--clinical supervision, peer coaching, critical friends, and action research groups; *Formats for observations--frameworks for teaching, open-ended questionnaires, samples of student work, and student achievement on high-stakes tests; and *Approaches to working directly with teachers--directive, collaborative, and nondirective. Scenarios that describe interactions with teachers of diverse backgrounds and skill levels bring the various approaches to life. The author also provides useful information on summative and formative evaluation of teachers. In addition to forms and examples that readers can duplicate or adapt to their own situation, the book includes an extensive list of resources on the topics of looking at student work, professional development and instructional leadership, and educators' ethnic, cultural, and personal diversity. Leadership for Learning goes beyond the basics of supervision to place the work of instructional leadership within the context of whole-school improvement. Drawing on his years of experience in working with schools in varied settings, Glickman offers both advice and inspiration to instructional leaders who strive toward the ultimate goal of providing the best possible classroom experience for every student.
Author: Joyce L. Epstein
Publisher: Corwin Press
ISBN: 1483320014
Category : Education
Languages : en
Pages : 508
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Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Author: Kristy Black
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 142
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Book Description
Johnson, Cooper, Donald, Taylor, and Millet (2005) surveyed teachers to examine connections between their career and occupational stress and found that teaching was the second most stressful career. In fact, outside of driving an ambulance, teaching was more stressful than 24 other careers. In the age of accountability, stress can be potentially devastating to the educators. Many of the stressful factors that cause a teacher to reexamine his or her career choice come from outside the walls of the classroom. Additionally, a lack of administrative support in schools can lead to a negative climate and cause teachers to seek another career path (Billingsley, 2003). It is these stressful factors that I became interested in. Therefore, the study I conducted provides an outlet for teachers to provide input about the stresses they experience or have experienced during their teaching careers. In offering this data, I wanted to add information to the body of knowledge on teacher efficacy in order to combat teacher stress and/or burnout. While I found a tremendous amount of research on how stress impacts high school teachers (Friedman, 1991) and elementary school teachers (Gold, 1996), I found a lack of data representing middle school teachers. In particular, there is a gap in the available data with respect to rural areas. Therefore, my focus became to investigate rural middle school teachers' perceptions of stress. In researching, I found there is little data available that examines the beliefs and perceptions current middle school teachers hold and how that impacts their teaching practices. My interest became specific to middle school teachers in rural areas. Thus, the purpose of this mixed methods study is two-fold: 1) to learn what factors impact rural middle school teachers' efficacy; and 2) to better understand which of these factors increase their stress (and potential burnout). This study employed to methods of data collection: 1) online survey of 36 teachers; and 2) interviews with 12 participants. This study found that teachers in the rural middle school setting feel they are impacted by more outside stress factors than from within their own classroom. It becomes obvious, though, that the concerns are generated by people and things the teachers have no control over. Micro-politics, trust and support, and the practice of hiring relatives are the main stress factors impacting these teachers. The support and close ties to family, friends and religious associations were places of comfort and solace. The overall implication is that teachers feel more stress based on the type of administrator the school has than on the teaching.
Author: Amy Pavia
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Author: Latonya Borden-Hudson
Publisher:
ISBN:
Category : Achievement tests
Languages : en
Pages : 241
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Book Description
