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作者 Battley-Fabre, Monica
書名 A Study Examining Teachers' Perception of State High Stakes Standardized Testing Programs: Their Effects on Teacher Preparation, Performance and Instruction
國際標準書號 9781124682167
book jacket
說明 6 p
附註 Source: Masters Abstracts International, Volume: 49-06, page: 3471
Adviser: Roy Jacobs
Thesis (M.Ed.)--Southern University and Agricultural and Mechanical College, 2011
The purpose of this study was to investigate the effects of state testing mandates on teachers' curriculum, instruction, and perceived pressure to raise test scores. The theoretical, conceptual framework that was used for the study was that of an interpretist theory (Erickson, 1986). That is, to understand the actions of others, one must consider insider perspectives (Eisenhart & How, 1990). As teachers are pressured to produce better test scores, they make specific choices to accomplish this goal, for the betterment or detriment of sound instructional practices for students
Survey methodology was used to ascertain the beliefs and self-reported practices of a random sample of 60 teachers. A 57-item teacher questionnaire asked about the perceived influence of state testing on curriculum and instruction, the pressure the teacher felt to improve test scores, the amount of time and attention given to test preparation, the perceived positive and negative effects of standardized testing, and the teachers' perceptions of the consequences of testing
Data from this study indicate that teachers' curricular and instructional practices are substantially shaped by the high-stakes associated with testing. The impact of this focus on test outcomes is apparent in teachers' decisions about curriculum and instruction, and the pressure they feel to raise student test scores. The findings of this study paint a picture of an education system in which school and classroom-based decision making is driven by the desire to produce high student test scores. Notably, the data supported a firm belief among teachers that the pressure to improve student scores is steadily increasing and this consistent perception among teachers that test-related pressure is increasing as national policy objectives trickle down to individual teachers complies with the portrait of an educational system in which testing is synonymous with policy
School code: 1218
Host Item Masters Abstracts International 49-06
主題 Education, Tests and Measurements
Education, Leadership
0288
0449
Alt Author Southern University and Agricultural and Mechanical College. Secondary Education (M.E.D)
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