An Analysis Of Georgia Elementary Principals Perceptions Of High Stakes Testing

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An Analysis of Georgia Elementary Principals' Perceptions of High-stakes Testing

Author : Sabrina Vaughn Calhoun
Publisher :
ISBN 13 :
Total Pages : 124 pages
Book Rating : 4.:/5 (191 download)

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Book Synopsis An Analysis of Georgia Elementary Principals' Perceptions of High-stakes Testing by : Sabrina Vaughn Calhoun

Download or read book An Analysis of Georgia Elementary Principals' Perceptions of High-stakes Testing written by Sabrina Vaughn Calhoun and published by . This book was released on 2007 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The study explored the perceptions of the Georgia elementary principals as high-stakes testing is utilized in the theme of accountability. The study examined 335 principals personal and professional demographics and perceptions of the implementation of high-stakes testing. The study employed a descriptive, survey approach to address the research questions. A self-designed survey questionnaire was developed to explore principals perception of high-stakes testing, and included both a qualitative and quantitative orientation. Findings indicated that the majority of the 335 Georgia elementary principals who responded to the survey were 46-55 year old females who worked in suburban areas of the state. They typically held the Education Specialist degree, have an average of two years of experience as principal, and made AYP for the 2005-06 school year. Respondents believed that they could use high-stakes testing results to improve student achievement. At the same time, the principals expressed concern that factors beyond the control of the principal influenced student achievement yet were not considered with the findings from the test results. 2 Principals supported the purpose of high-stakes testing as the improvement of student achievement and indicated that although the results were consistently used for that purpose high-stakes testing did not improve education for all students. A majority of principals indicated that high-stakes testing appropriately held them accountable for student achievement as measured by the tests, but did not evaluate their school leadership abilities.

Special Education Teachers' Experiences and Perceptions of the Georgia Alternate Assessment

Author : Veronica V. Harris
Publisher :
ISBN 13 :
Total Pages : 121 pages
Book Rating : 4.:/5 (13 download)

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Book Synopsis Special Education Teachers' Experiences and Perceptions of the Georgia Alternate Assessment by : Veronica V. Harris

Download or read book Special Education Teachers' Experiences and Perceptions of the Georgia Alternate Assessment written by Veronica V. Harris and published by . This book was released on 2014 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this study was to examine the experience of Georgia Teachers with administering the Georgia Alternate Assessment (GAA) to elementary students with significant cognitive disabilities and determine how those experiences informed their perception of the Georgia Alternate Assessment. The GAA was designed to assess students with significant cognitive disabilities on grade level standards. The goal of including students with significant cognitive disabilities in standardized testing and statewide accountability systems is to positively impact the curriculum and instruction, and the teaching and learning process for these students. Georgia's special education teachers experience the GAA from within and are in an insightful position to share their perspectives of whether the GAA is meeting this goal. Experiences and perceptions for this study were provided by Georgia teachers who had experienced administering the GAA to elementary students with significant cognitive disabilities. A grounded theory analysis revealed common experiences and perceptions among the participants. Findings from the participants revealed the participants experienced the administration of the GAA as a balancing act in which they had to balance often conflicting aspects of meeting state and federal guidelines and meeting the daily instructional needs of their students with significant cognitive disabilities. Continued analysis revealed that these participants perceived the GAA to be a meaningless tool for teaching and a meaningless measure of assessment for elementary students with significant cognitive disabilities. Finally, continued grounded theory analysis resulted in the emergence of a theory. The participants of this study found the GAA to be an ineffective tool for measuring the teaching and learning of elementary students with significant cognitive disabilities. While not completely abandoning grade level standards, these participants advocated that teaching and high stakes assessment of elementary students with significant cognitive disabilities be based on a curriculum that has a more pivotal impact on their quality of life outcomes. They advocated teaching and assessment of daily living and functional life skills.

The Unintended Consequences of High-Stakes Testing

Author : Gail M. Jones
Publisher : Rowman & Littlefield Publishers
ISBN 13 : 1461715474
Total Pages : 189 pages
Book Rating : 4.4/5 (617 download)

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Book Synopsis The Unintended Consequences of High-Stakes Testing by : Gail M. Jones

Download or read book The Unintended Consequences of High-Stakes Testing written by Gail M. Jones and published by Rowman & Littlefield Publishers. This book was released on 2003-04-09 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: To better understand how high-stakes accountability has influenced teaching and learning, this book takes an in-depth look at the myriad consequences that high-stakes tests hold for students, teachers, administrators, and the public. By focusing on these tests and spending large amounts of time on test preparation and driving teachers to teach low-level, rote memorization, schools are essentially wiping out non-tested subjects such as science, social studies, physical education, and the arts. Although testing is promoted as a strategy for improving education for all, research shows that testing has differential effects on students with special needs, minority students, students living in poverty, and those for whom English is a second language. The Unintended Consequences of High Stakes Testing unpacks the assumptions and philosophical foundations on which testing policies are based. The authors' arguments are grounded in extensive interviews and research. Through an examination of research, these authors show that high-stakes testing promotes students' dependence on extrinsic motivation at the cost of intrinsic motivation and the associated love of learning—which has tangible impacts on their education and lives. Features: -Examines how high stakes testing from the perspectives of teachers, students, and adminstrators. -Considers how testing impacts the curriculum including tested subjects such as reading, writing, and mathematics as well as non-tested subjects such as science, social studies, physical education, and the arts. -Documents how teachers and administrators engage in test preparation and discusses ethical and unethical test preparation practices. -Reviews the evolution of testing through history and how it mpacts the curriculum. -Examines the differential effects of testing on students with special needs, minority students, students living in poverty, and those for whom English is a second language.

Selected Georgia High School Principals' Perceptions of Student Diversity

Author : Ronald James Wiggins
Publisher :
ISBN 13 :
Total Pages : 149 pages
Book Rating : 4.:/5 (76 download)

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Book Synopsis Selected Georgia High School Principals' Perceptions of Student Diversity by : Ronald James Wiggins

Download or read book Selected Georgia High School Principals' Perceptions of Student Diversity written by Ronald James Wiggins and published by . This book was released on 2005 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: This study was conducted to identify Georgia high school principals' perceptions of student diversity. The student demographics of many Georgia school districts and schools are chnaging rapidly, while some school districts and schools have not experiencced much, if any, demographic change. As a result, it is important for principals to be aware of what other principals perceive as advantages and disadvantages, the types of policies/programs that impact principals in regard to student diversity as well as to be familiar with artifactual evidence that may represent an appreciation or awareness of student diversity. The data displayed in this study was gathered through the use of qualitative methodology. The primary instrument used for this investigation consisted of in-depth interview questions and a participant observer perspective used to gather evidence. In the actual transcripts of the respondents, the data recognized preparing students for the real world as the primary advantage of student diversity and, according to respondents, the primary disadvantage was the problem between homogeneous groups that lead to proplems between heterogenous groups. The appreciation or awareness of student diversity was documented through the use of reviewing relevant school and district documentation as well as the taking of photographs at each school. This investigation found that all participants knew and documented the federal laws in regard to equal opportunity; however, the researcher did document, by way of digital photographs, an awareness or appreciation for diversity that showed little effort was being made to address student diversity in the respondents' schools. The results of this study were viewed as being particularly important to other high school principals as well as policy makers.

A Study of Teachers’ Perceptions of the Effects of the Georgia Performance Standards on Their Power in Instruction in a High School in East Georgia

Download A Study of Teachers’ Perceptions of the Effects of the Georgia Performance Standards on Their Power in Instruction in a High School in East Georgia PDF Online Free

Author : Oscar M. Ceron
Publisher :
ISBN 13 :
Total Pages : 119 pages
Book Rating : 4.:/5 (958 download)

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Book Synopsis A Study of Teachers’ Perceptions of the Effects of the Georgia Performance Standards on Their Power in Instruction in a High School in East Georgia by : Oscar M. Ceron

Download or read book A Study of Teachers’ Perceptions of the Effects of the Georgia Performance Standards on Their Power in Instruction in a High School in East Georgia written by Oscar M. Ceron and published by . This book was released on 2015 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Academic standards have come to occupy center stage in public schools to guide teachers in their instruction, and they have become the means by which teachers assess students’ performance. With more emphasis placed on student performance and higher test scores, states have come to rely dramatically on them to raise educational standards. Their introduction also has prompted outside entities such as the federal and state governments and corporations to become involved in public education. While not direct, their involvement has also influenced how academic standards are developed and implemented in public schools. In this sense, governments and corporations have introduced economic models in public schools, changing the process of how schools function, what teachers teach, and how students’ performance is measured. In the state of Georgia, the introduction of state academic standards came as a result of compliance with federal guidelines. The implementation of academic standards like the Georgia Performance Standards (GPS) brought changes in education such as students having to know specific material to pass standardized tests, and teachers being compelled to teach verbatim what the standards said to teach. The end result was that the rigidity and strict alignment to the GPS affected teachers’ perception of power in their instruction in negative ways. The purpose of this study was to investigate how teachers’ power in their instructional practices was affected by the GPS. The methodology used in this study was a qualitative design and was guided by a series of interviews of teachers at a high school in East Georgia. The data collected was audio-recorded and examined by using two methods of analysis: inductive analysis to allow emerging themes to develop from individual interviews and cross-case analysis to identify emerging themes and patterns from multiple sets of data. The analysis of the data involved coding and organizing it into common patterns and themes to make a holistic report.

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

Author : Amy Pavia
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (14 download)

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Book Synopsis Elementary Teachers' Perceptions of the Effects of High-Stakes Testing by : Amy Pavia

Download or read book Elementary Teachers' Perceptions of the Effects of High-Stakes Testing written by Amy Pavia and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

The Perceptions and Beliefs of Principals, Teachers, and Media Specialists Regarding the Roles of Media Specialists in the Public Schools of Georgia

Download The Perceptions and Beliefs of Principals, Teachers, and Media Specialists Regarding the Roles of Media Specialists in the Public Schools of Georgia PDF Online Free

Author : Cynthia Angeline Burcham
Publisher :
ISBN 13 :
Total Pages : 162 pages
Book Rating : 4.3/5 (91 download)

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Book Synopsis The Perceptions and Beliefs of Principals, Teachers, and Media Specialists Regarding the Roles of Media Specialists in the Public Schools of Georgia by : Cynthia Angeline Burcham

Download or read book The Perceptions and Beliefs of Principals, Teachers, and Media Specialists Regarding the Roles of Media Specialists in the Public Schools of Georgia written by Cynthia Angeline Burcham and published by . This book was released on 1989 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Dissertation Abstracts International

Author :
Publisher :
ISBN 13 :
Total Pages : 594 pages
Book Rating : 4.F/5 ( download)

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Book Synopsis Dissertation Abstracts International by :

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-10 with total page 594 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Educators' Perceptions of the Impact of High-stakes Testing on Instructional Practices in Mathematics

Author : Gail Carroll Peck
Publisher :
ISBN 13 :
Total Pages : 117 pages
Book Rating : 4.:/5 (131 download)

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Book Synopsis Educators' Perceptions of the Impact of High-stakes Testing on Instructional Practices in Mathematics by : Gail Carroll Peck

Download or read book Educators' Perceptions of the Impact of High-stakes Testing on Instructional Practices in Mathematics written by Gail Carroll Peck and published by . This book was released on 2009 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Teacher Perceptions of the Impact of High-stakes Testing on Instruction

Author : Steven A. Leever
Publisher :
ISBN 13 :
Total Pages : 154 pages
Book Rating : 4.:/5 (131 download)

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Book Synopsis Teacher Perceptions of the Impact of High-stakes Testing on Instruction by : Steven A. Leever

Download or read book Teacher Perceptions of the Impact of High-stakes Testing on Instruction written by Steven A. Leever and published by . This book was released on 2011 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Teachers' Perceptions of High-stakes Testing in a Low Performing School

Author : Teresa M. Miller
Publisher :
ISBN 13 :
Total Pages : 176 pages
Book Rating : 4.:/5 (131 download)

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Book Synopsis Teachers' Perceptions of High-stakes Testing in a Low Performing School by : Teresa M. Miller

Download or read book Teachers' Perceptions of High-stakes Testing in a Low Performing School written by Teresa M. Miller and published by . This book was released on 2003 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Do Elementary Educators' Perceptions of High Stakes Testing Differ Between High and Low Achieving Schools?

Author : Nita A. Slagle
Publisher :
ISBN 13 :
Total Pages : 300 pages
Book Rating : 4.:/5 (556 download)

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Book Synopsis Do Elementary Educators' Perceptions of High Stakes Testing Differ Between High and Low Achieving Schools? by : Nita A. Slagle

Download or read book Do Elementary Educators' Perceptions of High Stakes Testing Differ Between High and Low Achieving Schools? written by Nita A. Slagle and published by . This book was released on 2003 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt:

An Evolving Change in Public Schools: An Assessment of Teachersâ and Administratorsâ Perceptions and Classroom Changes Concerning High-Stakes Testing

Download An Evolving Change in Public Schools: An Assessment of Teachersâ and Administratorsâ Perceptions and Classroom Changes Concerning High-Stakes Testing PDF Online Free

Author :
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (61 download)

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Book Synopsis An Evolving Change in Public Schools: An Assessment of Teachersâ and Administratorsâ Perceptions and Classroom Changes Concerning High-Stakes Testing by :

Download or read book An Evolving Change in Public Schools: An Assessment of Teachersâ and Administratorsâ Perceptions and Classroom Changes Concerning High-Stakes Testing written by and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The intent of this study was to investigate changes in the curriculum caused by high-stakes testing mandates within 3 Southwest Virginia school systems to find best practices for instructional application in classrooms. This qualitative study was comprised of indepth interviews and observations with elementary school teachers and administrators. High-stakes testing has impacted the nation in myriad ways. The mandates from the government presented teachers and administrators with conditions that must be met according to the No Child Left Behind Act and individual state's standards. Teachersâ perceptions of curriculum changes, Developmentally Appropriate Practices (DAP), testing mandates according to high-stakes testing, and accountability were examined through personal interviews and classroom observations. This study focused on policies and practices of esteemed teachersâ creative abilities as they adhered to mandates and captivated studentsâ abilities to perform in the classroom. Teachers and administrators shared their feelings and perceptions regarding new policies and how they made changes within the classrooms and school systems. The findings indicated that the most prevalent ideas concerning teachers and administrators developed into the patterns: educatorsâ level of satisfaction, studentsâ stress, school changes, and our future. Educatorsâ level of satisfaction was the most frequent theme that demonstrated high-stakes testing affected their overall happiness level. The research reflected that educators were negatively affected by high- 2 stakes testing. Constructive ideas were identified as to how they maintained creativity within the classroom that could inspire critical thinking. A model was developed to demonstrate the findings for best instructional practices for teaching high-stakes standards in the classroom. This research should add to existing research in this area and provide information that other educators might apply to their own classroom or educ.

Perceptions of High-stakes Testing by National Board Certified Teachers

Author : Amy J. Bryant
Publisher :
ISBN 13 :
Total Pages : 145 pages
Book Rating : 4.:/5 (822 download)

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Book Synopsis Perceptions of High-stakes Testing by National Board Certified Teachers by : Amy J. Bryant

Download or read book Perceptions of High-stakes Testing by National Board Certified Teachers written by Amy J. Bryant and published by . This book was released on 2012 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt:

The Consequential Effects of High-stakes Testing on Teacher Pedagogy, Practice and Identity

Author :
Publisher :
ISBN 13 :
Total Pages : 319 pages
Book Rating : 4.:/5 (444 download)

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Book Synopsis The Consequential Effects of High-stakes Testing on Teacher Pedagogy, Practice and Identity by :

Download or read book The Consequential Effects of High-stakes Testing on Teacher Pedagogy, Practice and Identity written by and published by . This book was released on 2008 with total page 319 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today, under the federal mandates of No Child Left Behind (NCLB), test scores are being used for ways and means in which they were never designed, normed or intended (Linn, 2003). As a result, the purposes and uses of high-stakes tests have become a source of concerned debate among stakeholders, who see the consequences of high-stakes testing as having significant effects within the larger educational reform known as No Child Left Behind (NCLB) (Amrein & Berliner, 2002b). Allington (2002) has stated that NCLB has dramatically changed the testing story, making high-stakes tests one of the leading and central characters of the current reform. Previous research of high -stakes testing has tended to exclude the voice of those closest to the issues and concerns - the teacher. Utilizing quantitative survey methodology, two central research questions guided this research, asking: 1. What are the consequential effects of high-stakes testing on teachers' pedagogy and practice? 2. What are the consequential effects of high-stakes testing in relation to teachers' work and identity? This study examined the perceptions of teachers currently working within the high-stakes testing environment in Southeastern Tennessee. A review of the literature is presented, as well as results from a 63-item survey of teachers. Analyses of these data reveal that high-stakes testing does indeed affect teacher pedagogy, practice and identity in highly unfavorable ways. Results from this study represent 408 teachers responding to the survey instrument. Additionally, 125 teachers responded to an optional open-ended text question reporting that high-stakes tests both influence and impact instruction and most importantly contradicts teachers' views of sound educational practice. Results indicated that elementary teachers teaching in below average performing schools situated in rural areas are the most profoundly impacted by high-stakes testing.

American Doctoral Dissertations

Author :
Publisher :
ISBN 13 :
Total Pages : 776 pages
Book Rating : 4.3/5 (91 download)

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Book Synopsis American Doctoral Dissertations by :

Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Factors Contributing to Teacher Retention in Georgia

Author : Tina M. Locklear
Publisher :
ISBN 13 :
Total Pages : 117 pages
Book Rating : 4.:/5 (663 download)

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Book Synopsis Factors Contributing to Teacher Retention in Georgia by : Tina M. Locklear

Download or read book Factors Contributing to Teacher Retention in Georgia written by Tina M. Locklear and published by . This book was released on 2010 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed method, survey-based inquiry was to determine how Georgia public high school faculty members perceive various pressures and experiences associated with a career in education. These perceptions were then analyzed as possible indicators of teacher attrition in order to improve retention rates. The independent demographic variables selected to analyze these perceptions included level of education attained, years of teaching experience, and school size based on student enrollment numbers. Qualitative data examined the role of an educator, why one would choose to remain in or leave the field of education, and the future plans of the current educators. The faculty survey incorporated 30 items based on a Likert-type scaled response section with five qualitative open-ended questions. This mixed method analysis was chosen to provide more of a holistic examination of the state's teacher retention problem. A total of 545 surveys were analyzed from both the northern and southern counties of the state of Georgia. The implication of this study was to serve as guidance for future improvements of teacher retention rates throughout the state. The quantitative data reveals that most teachers in the state of Georgia have obtained their master's degrees, are within the first 5 years of their educational career, and view administrative support and working conditions as positive aspects of their teaching experience. From the qualitative analysis, it was evident that teachers view their role as important due to preparing students for future careers or simply as a preparation for high-stakes testing. The majority of teachers feel that the role of an educator has changed over the years and most have considered leaving their chosen careers due to low morale, low pay, and/or the amount of time required for the paperwork involved. Teachers stated that the reason they have chosen to remain in education is due to the intrinsic rewards such as making a difference in the life of a young person and the love or enjoyment that education provides. When asked about their future plans, almost half of the current teaching force was uncertain, and another one-third plan to leave the classroom.