Mckoy, Essie Manley (2012). A Study of Elementary Principals' Perceptions of Accountability and Leadership in an Era of High Stakes Testing, ProQuest LLC. The most significant pressures facing school principals in this decade are accountability and the need for them to lead effectively. To better understand these challenges, the purpose of this research was to ascertain some of the perceptions of elementary school principals toward accountability, examine how accountability has affected their leadership role, determine which leadership frameworks most often produced accountability success, and how they manage their perceptions to lead to success. The literature speaks in specific terms both about accountability and the presented leadership frameworks. There is minimal research that examines the perceptions of elementary school principals and the dominant framework in which they operate to create success. In this qualitative study a forum was created inviting a purposeful sample of elementary school principals serving different types of schools. An interview-based approach was the primary research method used to gather data using the principles of grounded theory. Ten elementary school principals shared their perceptions of accountability and how they manage it, the effects of accountability, and what they thought to be their dominate leadership framework used to create success. Half of the participants were principals from highly impacted schools and the other half were from non-highly impacted schools. These participants' perceptions inform the reader about the experiences and perspectives of the different aspects of accountability and leadership in hopes of creating a deeper understanding. They did not simply share about these experiences—they allowed the reader to gain insight. Consequently, leadership issues were not viewed in unrealistic ways but as the reality of specific experiences that transpired in the lives of participants. While policy makers and school leaders focus heavily on academic performance for students, participants demonstrated that educating students is about far more than accountability. The whole child concept and other factors impacting academic achievement must be taken into consideration when creating accountability guidelines and mandates. Leaders who have listened and understood these experiences can be a voice of reason for policymakers and others helping to create accountability models. The experiences shared from this group of school principals demonstrate how this could be accomplished. [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: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Principals, Elementary Schools, Administrator Attitudes, Accountability

Koshewa, Allen (2001). Interview with Alfie Kohn, Talking Points. Presents an interview with Alfie Kohn, who has written and spoken widely on human behavior, education, and social theory. Discusses high-stakes testing, democracy, and the politics of literacy. Descriptors: Democracy, Democratic Values, Elementary Secondary Education, High Stakes Tests

Eick, Charles J. (2002). Science Curriculum in Practice: Student Teachers' Use of Hands-On Activities in High-Stakes Testing Schools, NASSP Bulletin. This article describes the influence of recently adopted high-stakes testing on the curriculum and instruction of 12 secondary science student teachers (or interns). The study, which used a postpositivist, qualitative method with researcher as participant as the university supervisor, focused on interns' abilities to implement hands-on, reform-minded practices in the context of their school placements. Findings indicate that high-stakes testing could adversely influence interns' use of hands-on activities in courses assessed on tests and in schools where students did not receive high scores.   [More]  Descriptors: Student Teachers, High Stakes Tests, Science Instruction, Teaching Methods

Fayden, Terese (2005). How Children Learn: Getting Beyond the Deficit Myth, Paradigm Publishers. The inspirational stories of young learners in this book discredit assumptions behind recent educational reforms, including high stakes testing and No Child Left Behind policies. The experiences of the American Indian children and the author, a kindergarten teacher, challenge the widely held assumption that minority children enter school "at risk." Deficit theory assumes that minority children are responsible for their failure by cultural deficiency or family ineptitude. Fayden vividly shows how truly equitable treatment of minority children can improve students, inherent abilities to learn and can result in higher achievement for minority and all young children.   [More]  Descriptors: Federal Legislation, Preschool Teachers, Kindergarten, Minority Group Children

Kang, Jee Sun Emily (2009). Depth and Breadth: Bridging the Gap between Scientific Inquiry and High-Stakes Testing with Diverse Junior High School Students, ProQuest LLC. This study explored how inquiry-based teaching and learning processes occurred in two teachers' diverse 8th grade Physical Science classrooms in a Program Improvement junior high school within the context of high-stakes standardized testing. Instructors for the courses examined included not only the two 8th grade science teachers, but also graduate fellows from a nearby university. Research was drawn from inquiry-based instruction in science education, the achievement gap, and the high stakes testing movement, as well as situated learning theory to understand how opportunities for inquiry were negotiated within the diverse classroom context. Transcripts of taped class sessions; student work samples; interviews of teachers and students; and scores from the California Standards Test in science were collected and analyzed.   Findings indicated that the teachers provided structured inquiry in order to support their students in learning about forces and to prepare them for the standardized test. Teachers also supported students in generating evidence-based explanations, connecting inquiry-based investigations with content on forces, proficiently using science vocabulary, and connecting concepts about forces to their daily lives. Findings from classroom data revealed constraints to student learning: students' limited language proficiency, peer counter culture, and limited time. Supports were evidenced as well: graduate fellows' support during investigations, teachers' guided questioning, standardized test preparation, literacy support, and home-school connections.   There was no statistical difference in achievement on the Forces Unit test or science standardized test between classes with graduate fellows and without fellows. There was also no statistical difference in student performance between the two teachers' classrooms, even though their teaching styles were very different. However, there was a strong correlation between students' achievement on the chapter test and their achievement on the Forces portion of the CST. Students' English language proficiency and socioeconomic status were also strongly correlated with their achievement on the standardized test.   Notwithstanding the constraints of standardized testing, the teachers had students practice the heart of inquiry–to connect evidence with explanations and process with content. Engaging in inquiry-based instruction provided a context for students, even English language learners, to demonstrate their knowledge of forces. Students had stronger and more detailed ideas about concepts when they engaged in activities that were tightly connected to the concepts, as well as to their lives and experiences.   [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: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Test Preparation, Achievement Gap, Learning Theories, Teaching Styles

Hargrove, Brenda H. (2005). Why Study Education in the Americas: A Case Study of a Belizean School, Online Submission. This paper explores the benefits and advantages of studying education in other countries, neighbors to the United States, such as the small Central American country of Belize. This case study describes the everyday life of two contrasting schools in Belize, a private school and a public school. Modern day school issues affecting the lives of students and families are discussed. In addition, short interviews are conducted with former students of the Belizean school system between the ages of 17 and 26 and explore the changing face of education in Belize. Comparisons and contrasts to United States educational issues are explored. High stakes testing, parental involvement and social issues affecting education are highlighted.   [More]  Descriptors: Foreign Countries, Latin Americans, Private Schools, Parent Participation

Croke, Raymond (2005). Landscape Architecture Digital Portfolio Project Teaches Many Skills, Tech Directions. Teachers find themselves continually challenged to develop curricula, activities and strategies that satisfy evolving federal, state and district standards. The introduction of high-stakes testing and constantly changing reforms have brought about a significant shift in their responsibilities. With so much governmental focus on standards, teachers must strive to address them without sacrificing the kinds of content and activities that sustain student interest. With that in mind, the author developed the Landscape Architecture Digital Portfolio Project. The project gives students great experience with design practices, CAD, a variety of communication software applications, and interdisciplinary content. It is divided into eight phases, which are described here.   [More]  Descriptors: Portfolios (Background Materials), Horticulture, Architecture, Student Projects

Smith, Mary Lee; Fey, Patricia (2000). Validity and Accountability in High-Stakes Testing, Journal of Teacher Education. The cultures of accountability and validity are at odds in high-stakes testing. When the polis demands that tests serve high-stakes accountability functioning, professional testing standards are often compromised. Using flawed indicators can produce unreliable, unrepresentative inferences and decisions. High-stakes testing produces teaching and testing practices that lead to inflated scores and further disadvantage of disadvantaged students. Descriptors: Accountability, Elementary Secondary Education, Evaluation Methods, High Stakes Tests

Nieto, Sonia; Irizarry, Jason G.; Luna, Cathy (2002). High-Stakes Testing, Language Arts. Discusses four books that provide critical information about the nature of high-stakes tests; the impact of these tests on teaching, learning, and students; the political issues surrounding high-stakes testing; and ways that educators can take informed action to appropriately respond to these tests. Descriptors: Educational Improvement, Elementary Secondary Education, High Stakes Tests, Literacy

Swope, Sam (2005). A Sense of Place, Teacher Magazine. Trying to 'save the environment' on a global level is no easy task. That's why Community-based School Environmental Education (CO-SEED), a New Hampshire based outfit, is helping schools and their students focus locally, by turning community resources into one big classroom. In this article, the author shares his experiences during his visits to two rural elementary schools in New England, together with David Sobel, an education professor at Antioch New England Graduate School. Among other things, the author discusses several obstacles that were mentioned like logistical problems of taking kids outside, as well as fear of high-stakes testing.   [More]  Descriptors: School Community Relationship, Environmental Education, Rural Schools, School Community Programs

Thurlow, Martha L.; Johnson, David R. (2000). High-Stakes Testing of Students with Disabilities, Journal of Teacher Education. Students with disabilities are required by law to participate in state and district assessments and performance reports. High-stakes testing is a significant part of standards-based reform and educational accountability. There are many potential negative and positive consequences of high-stakes testing for students with disabilities. Educators need to know how to ensure that these assessments benefit disabled students. Descriptors: Disabilities, Elementary Secondary Education, Evaluation Methods, High Stakes Tests

Grant, S. G.; Gradwell, Jill M. (2005). The Sources Are Many: Exploring History Teachers' Selection of Classroom Texts, Theory and Research in Social Education. In this paper, we address the issue of how teachers select primary and secondary texts for classroom use by focusing on two New York state middle school history teachers. Our field studies show that, although they teach diverse groups of students, each teacher chooses a wide variety of sources to develop classroom units and test preparation activities. The high-stakes testing environment both teachers work under influences their decisions, but so, too, do their subject matter knowledge and their views of their students. We know from previous research what is typical in social studies classrooms. By cataloging these teachers' text selections, we offer a glimpse into what is possible.   [More]  Descriptors: Field Studies, High Stakes Tests, Instructional Materials, Media Selection

Erwin, Susan (2005). Chaos and Complexities Theories. Superposition and Standardized Testing: Are We Coming or Going?, Online Submission. The purpose of this paper is to explore the possibility of using the principle of "superposition of states" (commonly illustrated by Schrodinger's Cat experiment) to understand the process of using standardized testing to measure a student's learning. Comparisons from literature, neuroscience, and Schema Theory will be used to expound upon the principle of superposition at the micro and macro scale. In addition, a challenge to "open the lid" on a new way of thinking about the issues of high stakes testing and accountability is presented.   [More]  Descriptors: Testing, Standardized Tests, Student Evaluation, Evaluation Methods

Stone, Susan I.; Engel, Mimi; Nagaoka, Jenny; Roderick, Melissa (2005). Getting It the Second Time Around: Student Classroom Experience in Chicago's Summer Bridge Program, Teachers College Record. Increased use of high-stakes testing has been accompanied by an expansion of summer school programming. Few investigations focus on student experience within these programs. Using multiple methods, we examined how low-performing students attending the Chicago Public Schools' Summer Bridge program perceived their summer learning environments. Students reported substantial increases in academic press and personalism between the school year and summer. Qualitative analysis revealed that over half of the students characterized their experience as substantively better in the summer than in the school year. They particularly focused on exposure to new content, increased attention from teachers, and an improved classroom climate that helped in the mastery of material.   [More]  Descriptors: Student Experience, Educational Environment, Summer Schools, Summer Programs

Causey-Bush, Tonia (2005). Keep Your Eye on Texas and California: A Look at Testing, School Reform, No Child Left Behind, and Implications for Students of Color, Journal of Negro Education. This review looks at the reform movements in the nation's two most populous states–Texas and California. Both states are in a desperate pursuit to demonstrate student competency of standards and achievement by way of student performance on standardized tests to meet federal No Child Left Behind (NCLB) compliance. In examining the accountability programs in California and Texas, the article looks at both federal and state legislation regarding testing and accountability, a history of testing programs used, the impact of NCLB and high-stakes testing on curriculum and instructional practices, and its impact on the achievement gap between students of color and White students.   [More]  Descriptors: Federal Legislation, Testing Programs, Teaching Methods, State Legislation