Teachers' Beliefs and Instructional Practices Within Selected High Performing and Low Performing Florida High Schools PDF Download

Author: Dayle Scott Peabody
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Languages : en
Pages :

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Book Description
ABSTRACT: Student performance on standardized tests correlates with demographic factors such as race and socio-economic status. On standardized tests, minority and low income students often perform below average. Previous analysis of 10th grade Florida Comprehensive Assessment Test (FCAT) Reading scores demonstrated that students at some schools with a majority at-risk population perform significantly below the state average, whereas students at other, similar schools perform significantly above the state average on this test. This study examined the differences between classroom factors, such as teacher beliefs and instructional practice, that might help explain these differences in performance among similar students on the 10th grade FCAT Reading test. Teachers at four schools with a majority of at-risk students were observed, interviewed and surveyed. This study found that teachers at high performing schools emphasized learner-centered teaching in both belief and practice, de-emphasizing the FCAT and the benchmarks tested. In contrast, teachers at low performing schools emphasized teacherix centered behaviors, both in belief and practice, and focused specifically on the FCAT as well as specific benchmarks tested.