This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Elizabeth Glennie, Angela G. Romney, Kristen Elizabeth Leigh, Karmen Kirtley, Carrie Ann Adrian, Helen Boon, Bethann Buzitsky Fine, Sarah M. Herbert, Algirdas Zabulionis, and Kenneth A. Dodge.
(2012). Addition by Subtraction: The Relation between Dropout Rates and School-Level Academic Achievement, Teachers College Record. Background/Context: Efforts to improve student achievement should increase graduation rates. However, work investigating the effects of student-level accountability has consistently demonstrated that increases in the standards for high school graduation are correlated with increases in dropout rates. The most favored explanation for this finding is that high-stakes testing policies that mandate grade repetition and high school exit exams may be the tipping point for students who are already struggling academically. These extra demands may, in fact, push students out of school. Purpose/Objective/Focus: This article examines two hypotheses regarding the relation between school-level accountability and dropout rates. The first posits that improvements in school performance lead to improved success for everyone. If school-level accountability systems improve a school for all students, then the proportion of students performing at grade level increases, and the dropout rate decreases. The second hypothesis posits that schools facing pressure to improve their overall accountability score may pursue this increase at the cost of other student outcomes, including dropout rate. Research Design: Our approach focuses on the dynamic relation between school-level academic achievement and dropout rates over time–that is, between one year's achievement and the subsequent year's dropout rate, and vice versa. This article employs longitudinal data of records on all students in North Carolina public schools over an 8-year period. Analyses employ fixed-effects models clustering schools and districts within years and controls each year for school size, percentage of students who were free/reduced-price lunch eligible, percentage of students who are ethnic minorities, and locale. Findings/Results: This study finds partial evidence that improvements in school-level academic performance will lead to improvements (i.e., decreases) in school-level dropout rates. Schools with improved performance saw decreased dropout rates following these successes. However, we find more evidence of a negative side of the quest for improved academic performance. When dropout rates increase, the performance composites in subsequent years increase. Conclusions/recommendations: Accountability systems need to remove any indirect benefit a school may receive from increasing its dropout rate. Schools should be held accountable for those who drop out of school. Given the personal and social costs of dropping out, accountability systems need to place more emphasis on dropout prevention. Such an emphasis could encompass increasing the dropout age and having the school's performance composite include scores of zero on end-of-grade tests for those who leave school. [More] Descriptors: Academic Achievement, High Stakes Tests, School Districts, Graduation
(2012). The Impact of Stress on Elementary School Principals and Their Effective Coping Mechanisms, ProQuest LLC. In today's era of high stakes testing and accountability, school principals are confronted with many difficult challenges in addition to those traditionally experienced by principals given the advent of No Child Left Behind (NCLB) and the many mandates each school principal must report on annually. With mandated curriculum standards and widespread demand to improve student achievement, principals face a multitude of administrative tasks. As the school accountability deadline to meet the 2014 federal objective of the No Child Left Behind Act of 2002 rapidly draws closer for the majority of states, this federal legislation has created increasingly high stress levels, potentially the highest ever, for principals across the country. However, elementary school principals are responding to these extreme demands and challenges in a multitude of ways. Both mental and physical strategies used as coping mechanisms are being employed effectively to combat the negative effects of work-related stress. The purpose of this qualitative study was to examine the self-perceived physical and mental impact of work-related stress on school principals and the impact the stress had, if any, on school climate. Further, the study explored the coping mechanisms principals reported using to manage stress. Analysis was completed on data obtained from semi-structured interviews of 10 elementary school principals, site observations at the school locations of the participating elementary principals, and Annual Customer Surveys (ACS) from each participant's school. The proposed study is significant to the field of education because this study provides the most current research regarding the mental and physical effects of work-related stress on elementary school principals in an era of increased accountability and the impact stress has on the school climate. Further, this study offers school principals a repertoire of effective coping mechanisms that can be utilized to help reduce their perceived stress levels. Over the time of the study, it was repeatedly reported by the principal participants that their work stress had increased, which was found to have impacted their health as well as the school climate. [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: Elementary Education, Principals, Stress Variables, Coping
(2012). Stress and Job Satisfaction among Secondary School Principals in Texas, ProQuest LLC. The role of a secondary school principal continues to expand and increase principals' daily workload. The high stakes testing environment also places pressure on principals to ensure that students score high on standardized tests. With a heavy workload, principals find themselves faced with numerous work-related stressors that influence job satisfaction. The purpose of this study was to identify the general stress levels, the different stress levels by the sub-categories of role-based stress, task-based stress, boundary-spanning stress, and conflict-mediating stress, as well as the general job satisfaction levels of secondary school principals in Texas. The study also examined the stress levels by the following demographic characteristics: gender, race, age, experience level, socioeconomic status of the campus, and the 2011 Texas Education Agency's Academic Excellence Indicator System (AEIS) rating of the campus. Additionally, the study analyzed the relationship between principals' overall stress levels and overall job satisfaction levels. A demographic questionnaire, the Administrative Stress Index (ASI), and the Mohrman, Cooke, Mohrman Job Satisfaction Scale (MCMJSS) were the instruments used to gather data from the principals. An email with the surveys was sent to all public school secondary principals in Texas on April 11, 2012 and 655 principals responded, with 605 principals completing all three surveys. ANOVA tests, Independent sample t-tests, Brown-Forsythe test, Mann-Whitney U tests, and the Pearson correlation coefficient were all used to analyze the data in a quantitative methodological approach. The results of the study indicated that secondary school principals in Texas have a low mean overall stress level. Task-based stressors gave principals more stress, while boundary-spanning stressors caused them the least amount of stress. There were several significant differences in stress levels by race, experience level, and AEIS rating; however, there were no significant differences in stress levels by gender, age, or socioeconomic level of the campus. The overall mean job satisfaction level for principals was in the moderate to high range. There was also a negative correlation between overall stress and job satisfaction, with principals citing higher stress levels having lower job satisfaction levels. Recommendations were made related to providing additional support for principals, better preparing future administrators, and continuing research related to the workload, stress levels, and job-satisfaction of principals. [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: Secondary Schools, Principals, Anxiety, Job Satisfaction
(2012). High Stakes Testing in Lower-Performing High Schools: Mathematics Teachers' Perceptions of Burnout and Retention, ProQuest LLC. This dissertation grows from a concern that the current public school accountability model, designed ostensibly to increase achievement in lower-performing schools, may be creating unidentified negative consequences for teachers and students within those schools. This hermeneutical phenomenological study features the perceptions of seventeen ninth- and tenth-grade mathematics teachers working in four high schools within one lower-performing urban district. Two of the schools recently increased their overall accountability ratings, and two of the schools have been stagnant in their ratings, with the lowest-performing school scheduled to be phased out. The study's conceptual framework was created to understand how the current accountability legislation affects teachers, schools, and students either positively or negatively, depending on the school's overall ratings. The elements of the framework address the levels of and factors behind teachers' perceptions of their accountability pressure, threat-based stress, morale, self-efficacy, emotional exhaustion, depersonalization, and overall levels of burnout. The framework also focuses on teachers' desires to continue teaching in their current schools or to stay in the profession altogether. Furthermore, the framework was designed to examine the four schools' levels of staffing shortages, influx of new teachers, and ability to gain ground academically. This study found the three most important factors affecting teachers' professional-emotional environments were quality and consistency of leadership, teachers' ability to have input and autonomy into situations for which they are held accountable, and having students held accountable for their standardize test scores. The most important factors affecting teachers' decisions to stay in their current positions or in the teaching profession altogether were making a difference in their students' lives, having supportive administration, creating strong, collegial relationships within their department, and feeling successful. [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: Accountability, Teacher Burnout, Guidelines, Self Efficacy
(2012). The Evolution of High-Stakes Testing at the School-University Interface in the Former Republics of the USSR, Assessment in Education: Principles, Policy & Practice. Since the break up of the USSR, its former republics have seen the emergence and rapid expansion of an examinations industry that was, to all intents and purposes, unknown in Soviet times. New national assessment agencies have been established and been charged with, amongst other things, developing high-stakes exams to replace the diverse and unregulated selection tests formerly set by autonomous universities. Those responsible have had to balance the desire to produce assessment systems that promote better teaching and learning with the need to maintain the highest levels of security–especially given the great fear of corruption that persists in many former Soviet Socialist Republics (SSRs). This paper describes the wide range of solutions that has emerged as a result of cultural differences, international influences, and, in particular, different levels of trust within societies. The paper also shows that in order to solve the problem of maintaining security whilst simultaneously promoting transparency, the young examining agencies of the former SSRs have adopted innovative technological solutions which may be of interest to some of the world's "heritage" examination boards. [More] Descriptors: High Stakes Tests, Cultural Differences, Foreign Countries, Educational Development
(2012). The Relationships among Academics, GPA, and the Transition Assessment and Goal Generator (TAGG) in Students with Mild to Moderate Disabilities, ProQuest LLC. A nationwide push for students with disabilities to receive instruction in the general education classroom has stemmed, in part, from current legislation and high stakes testing. Student GPA continues to be a major factor in admission standards for postsecondary schools and initial employment opportunities. The focus on receiving instruction in the general education classroom and increasing student GPA may have unintended consequences for students with disabilities. Simply placing students in the general education setting and raising grades may not adequately prepare students with disabilities for life after high school. This study provides discriminate evidence of validity based on relations to other variables for a developing new transition assessment. Test developers used current literature that identified non-academic behaviors known to impact post-school success of students with disabilities to construct the Transition Assessment and Goal Generator (TAGG). The initial version of the TAGG consists of 75 items across ten domains and is offered in three parallel versions, professional, family member, and student. This study sought to determine if relations existed between the percent of time students with disabilities received instruction in the general education classroom and student GPA with TAGG scores provided by educators, family members, and students. Total TAGG scores provided by educators yielded weak statistically significant correlations with both percent of time students received instruction in the general education setting (r = 0.136, p<0.05) and student GPA (r = 0.199, p<0.05). Total scores provided by family members and students did not yield statistically significant correlations. This suggests that the TAGG measures behaviors different from those represented by GPA and educational placement. Students with disabilities who receive instruction in the general education setting and have higher GPAs may not automatically acquire the nonacademic skills and behaviors known to impact success after high school. A need remains for a research-based transition assessment to provide educators with possible annual transition goals to improve the likelihood of post-school success for students with disabilities. Implications for practice and future research needed are also discussed. [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: Mild Disabilities, Grade Point Average, Transitional Programs, Student Evaluation
(2012). Is South Korea a Case of High-Stakes Testing Gone Too Far? Information Capsule. Volume 1107, Research Services, Miami-Dade County Public Schools. South Korea's students consistently outperform their counterparts in almost every country in reading and math. Experts have concluded, however, that the South Korean education system has produced students who score well on tests, but fall short on creativity and innovative thinking. They blame these shortcomings on schools' emphasis on rote memorization and the country's use of a single university entrance exam as the sole determinant of success. While American educators and policymakers continue to praise the South Korean education system, South Korea has actually introduced a set of reforms designed to westernize its schools. Experts in both countries now believe that the most effective policies and practices from the U.S. and South Korean education systems should be combined in order to form one successful hybrid system. [More] Descriptors: High Stakes Tests, Foreign Countries, Memorization, Reading Achievement
(2012). A Descriptive Analysis of the Administrative, Professional and Personal Support Needs of Teachers at Consistently Low-Performing Schools in North Carolina, ProQuest LLC. The education culture that revolves around high stakes testing has taken its toll on North Carolina schools. North Carolina high schools that have been identified as consistently low performing based on state and national measures have been inundated with curriculum reform, research and assessment teams, and professional development requirements. Throughout the process of reform movements, the teachers have not been asked what they feel they want and need to be successful teachers in successful schools. This study explored the perceived wants and needs of teachers at consistently low performing public high schools in North Carolina. The research questions that guided this study included identification of specific demographic factors such as geographic region, race, gender, age, teacher certification level, years of teaching experience or educational degree that affected the reported needs and wants of responding teachers in the areas of administrative support, professional development and professional activities, placement on Teacher Career Cycle, personal/professional characteristics as related to job success and satisfaction. Teachers at the participating high schools reported the need for specifically defined professional development focused by their reported stage on the Teacher Career Cycle. Highly defined and strategically planned professional development that includes time for practice, reflection and internalization was found as one of the key needs for professional success. Responding teachers also indicated the need for administrative support in and technology funding, support and training. Continued research with the participating high schools in a case study approach would offer insight into the cultural and systemic issues that affect academic achievement in low performing high schools. When all components of a low performing school are investigated, not just outcome-based testing, supports can be established to provide information to policy makers and leaders who can then create systemic reform plans. [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: High Schools, Teacher Attitudes, Educational Needs, Low Achievement
(2012). Implementing Standards-Based Grading: Elementary Teachers' Beliefs, Practices and Concerns, ProQuest LLC. In this age of standards-based education, students are being taught the concepts and skills deemed important and necessary according to state standards. Students are being assessed on their understanding of these concepts and skills through high-stakes testing. Standards-based grading is assessing students on their understanding of these same concepts and skills in their classroom work and informing parents of students' progress through regularly published report cards. This mixed-methods study explored the grading beliefs, practices and concerns of elementary teachers in a school district preparing to implement standards-based grading and reporting. The study also contained elements of action research as it was purposeful in planning for that specific change, and also due to the author's depth of involvement as both the researcher and elementary principal. During this study, teachers were participating in a book study in order to build a common knowledge base and common vocabulary around standards-based grading practices. The author was particularly interested in discovering teachers' concerns, in order to help identify and remove barriers to this change. Data were collected at both the beginning and end of the book study, through surveys using forced choice and written response. The study utilizes the concurrent triangulation strategy to compare the data and interpret the findings. Collaboration, technology and support, and educating families were the themes that emerged from the data. Teachers expressed the need for ongoing collaboration with their peers in order to create and maintain consistency across the district regarding standards-based grading. They expressed the desire to have an online grade book set up with all of the standards, and the training to use the grade book efficiently. They shared their need for support in learning how to organize their materials and how to manage their time. Regarding families, teachers wanted to be certain that parents and students will understand the process of standards-based grading, so that they can participate as partners in the process. Out of these themes, recommendations were made regarding the professional development and support needed to address the concerns of teachers and to help make the transition to standards-based grading as smooth as possible. [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: Grading, Academic Standards, State Standards, Elementary School Teachers
(2012). The Influence of Classroom Instruction and Test Preparation on School Accountability Levels, ProQuest LLC. Federal and state educational agencies provide guidelines for public schools across the United States to follow (Linn, 2008; Levy, 2008). During a time of high-stakes testing fueled by school accountability standards, educators strive to meet requirements for academic growth in order to maintain a successful accountability level and avoid being labeled as a school under improvement (Behrent, 2009; Hardman & Dawson, 2008). Some argue that the demands of accountability standards pressure administrators and teachers to provide less than adequate instruction in order to focus on the content of mandatory state tests (Abrams & Madaus, 2003; Anderson, 2009; Behrent, 2009; Hamilton, 2003; Neill, 2003; Pedulla, 2003). This study examined the instructional strategies prevalent in public schools across the state of Mississippi. The study compared instructional strategies supported by research with test practice activities and the relationships of each to school accountability levels. Other components under investigation included school poverty levels, instructional materials, test prep materials, and teacher opinions about mandatory state testing. The results indicated that for the sample in this study, instructional strategies did not predict accountability levels, but the results identified three other variables that possibly predicted accountability. A higher percentage of students in a school below the poverty level and the use of curriculum pacing guides predicted a lower accountability level for the sample in this study. Evidence of a variety of test prep materials also predicted a higher accountability. Waiting until near the end of a course to begin test prep activities, also slightly predicted accountability levels to increase for the sample in this study. Further investigation revealed that most teachers surveyed spent several days per week on test practice rather than engaging students in activities supported by research. The frequency of test prep activities by most of the teachers surveyed revealed that mandatory state tests place an astounding level of influence on public school education. Although most surveyed teachers confirmed that they frequently engaged students in test prep activities, the high performing schools that participated in the study portrayed a balance of test prep activities and more effective instructional strategies. In contrast, almost all of the participating schools under academic watch stated that test prep activities occurred at least four days a week from the beginning of the course. [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: Accountability, Teaching Methods, Public Schools, Test Preparation
(2012). Elementary World Language Programs: Current Existence and Value, ProQuest LLC. School districts across the Commonwealth of Pennsylvania have recognized the need for elementary world language programs. The intention of this research was to determine if school districts across the Commonwealth of Pennsylvania are utilizing elementary world language programs and discover the type of program models being applied. Additionally, this study will establish why school districts are choosing to keep or add such programming to their schools despite the focus on high stakes testing in specific subject areas both state and nationwide. A survey was sent to a sampling of Pennsylvania public elementary school principals to determine demographic information and elementary world language program existence. In addition, further information related to the specific program being applied was requested. The collected results were analyzed for any patterns that emerged related to the demographics. From the data that was collected, there was no relationship found between the demographics or characteristics of a particular school and the inclusion of an elementary world language program. Also, the researcher reviewed the feedback from the survey related to programming for the various schools surveyed. Of the two schools that indicated that they currently have a world language program, neither one applied a traditional model of instruction. Finally, reported benefits that districts provided for including elementary world language programs within their schools were examined. The researcher searched for any commonalities among these responses. Responses varied from participants. One principal indicated that they felt 21st century skills were being addressed; another reported that he/she felt the elementary world language experience helped students to perform better in other subject areas. The overall information collected could be used to better determine the appropriate elementary world language programming for a particular school district that is interested in adding this type of program to its existing curriculum. [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: Elementary School Students, Second Language Learning, Second Language Instruction, School Districts
(2012). School Counselor and Principal Perceptions Regarding the Roles of School Counselors, ProQuest LLC. The roles of the school counselors have changed significantly over this century. Due to the pressures of high-stakes testing and budget cuts, counselors often are tasked with roles that are not aligned with state or national standards for school counseling programs (Brown, Galassi, & Akos, 2004; Gysbers & Henderson, 2001). This study examined the differences in perceptions of the roles of school counselors by using descriptive statistics, ANOVA, MANOVA, multiple linear regression, and paired t-tests. The differences in perceptions of the roles of school counselors were found to be consistent with previous studies in some areas and inconsistent in other areas. The findings of this study indicated that there are significant differences in the perceptions of what counselors should be doing and what they are actually doing in the areas of Counseling, Coordination, Curriculum, Consultation, and Other Activities. The results of this study suggest that middle grades school counselors and principals believe that middle grades counselors are doing more counseling tasks than high school counselors and principals perceive that high school counselors are doing. Performance level of school, grade level(s) of school, and location also were found to be statistically related to perceptions about the roles that school counselors actually perform. There were significant differences between the roles that are defined by the American School Counseling Association (ASCA) and perceptions about the roles that counselors actually perform. Principals believe that school counselors should be performing more noncounseling duties than they are actually performing. Principals and counselors also perceive that counselors are performing fewer tasks than they should in the areas of Counseling, Coordination, Curriculum, and Consultation. Economic conditions, number of counselors and students, and years of experience did not significantly impact perceptions of the roles played by counselors. In the ancillary findings, statistically significant differences were found between what counselors and principals believed counselors should be doing and what they are actually doing in the area of coordinating the standardized testing program. From these findings, recommendations for policy, practice, and future studies were made. [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: School Counselors, Principals, Counselor Role, Counselor Attitudes
(2012). Perceptions of Judges toward Rigor of High School Senior Capstone Projects at a Northern RI Charter School, ProQuest LLC. With trends toward high stakes testing moving inexorably forward, project-based components of Rhode Island's Performance Based Graduation system have been largely overlooked. Existing studies focus primarily on implementation of senior projects (Davidson, 2009; Lorenz, 1999; Mayer, 1999; Nicolini, 1999; Shaunessy, 2004; Singer & Hubbard, 2002). Some studies have found that increasing graduation requirements does not necessarily translate into rigor (Dounay, 2006; Lundsgaard, 2004). Less research exists on the lasting influence of projects as preparation for postsecondary pursuits (Egelson, Harman, & Bond, 2002; Pennacchia, 2010). Research on academic rigor is largely focused upon increasing course requirements (ACT, 2005; Christie, 2000; Kirst & Venezia, 2006; Peter D. Hart Research Associates, 2005) and not on performance-based assessments such as senior projects. This study addressed the following research questions: What are the perceptions of judges of the extent of rigor of senior projects with respect to the work required to complete the written and technical (filmmaking) components of the project, and a formal presentation of the project? Is there a relationship between arts major selected and academic achievement; arts major selected and achievement on senior projects; and academic achievement and achievement on senior projects? Finally, are there differences among judges regarding their perceptions of rigor based upon the nature of their professional positions? The study utilized a sequential, mixed methods design including a survey of N = 53 judges. Survey findings informed the focus groups, which included the following categories of judges: arts faculty employed by the school (n = 4), school alumni (n = 3), educators (n = 3), and artistic professionals (n = 4). Judges perceived that there is rigor built into the project design. Educators found that student performance with the written components was not up to expected levels, while several judges across focus groups found that students were not always adequately prepared for the oral presentation component. Analysis of student performance data found that there was no connection between arts major and performance on the capstone project. It is anticipated that results from this study may help to shape a project for one school and perhaps make it a model for replication across other schools within the state. [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: High School Seniors, Student Projects, Curriculum, Judges
(2012). Mastery, Performance and Controlling Practices in the Classroom: A Multilevel Study of Teacher Motivation, ProQuest LLC. The current context of education, with an emphasis on high stakes testing and curricular mandates, is affecting motivation in schools (Au, 2007; Barksdale-Ladd & Thomas, 2000; Ryan & Brown, 2004; Supovitz, 2009). It is important to study the relations between teaching in such contexts and teacher and student motivation. The purpose of this study is to explore predictors of teachers' use of various motivation-related instructional practices. These predictors include (a) perceptions of principal autonomy support for teachers, (b) perceptions of school achievement goal structures, and (c) teacher motivation. The research design for this study is descriptive, correlational survey to explore and describe the relations between teacher perceptions of school goal structures, principal support, goal orientations for teaching, and instructional practices. An instrument was administered that measured perceptions of teachers from seventy-five elementary schools in a large urban district, through an electronic medium. Correlations, multiple linear regression, and HLM were used to analyze the multivariate relations. HLM is an effective way to examine relations within nested designs (Raudenbush & Bryk, 2002). In the present study, the fact that teachers are nested within schools is an important consideration. The teacher-level variables of self-reported instructional practices, goal orientations for teaching, teachers' perceptions of school goal structure, and teachers' perceptions of principal autonomy support were averaged for each school to obtain aggregated measures. Findings generally revealed that, as predicted, a teacher's goal orientations for teaching and their perceptions of school goal structure were strongly related to their instructional practices in the classroom (Butler & Shibaz, 2008). Results suggest that mastery goals for teaching positively influence the use of instructional practices that support individual student growth. In contrast, a school goal structure that is perceived as placing a high emphasis on student performance is related to an increase in the use of controlling practices in the classroom. Controlling practices are detrimental to student motivation and learning, yet their use is widespread in schools (Flink, Boggiano & Barrett, 1990; Pelletier, Seguin-Levesque & Legault, 2002; Deci, Spiegel, Ryan, Koestner & Kauffman, 1982). This is an area of research needed in the future. Principal autonomy support was not significantly related to mastery-focused, performance-focused, or controlling practices. [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: Teacher Motivation, Predictor Variables, Educational Practices, Professional Autonomy
(2012). Student Motivation for NAPLAN Tests, Australian and International Journal of Rural Education. The current "Education Revolution" in Australia has witnessed the shift to greater accountability in outcomes, transparency in practice, and comparable data at a national level. The National Assessment Program as endorsed by MYCEEDYA and implemented by ACARA, has come to encompass NAPLAN testing, which was quick to become a household name thanks to constant political and media attention. Among such attention we have become most likely to encounter arguments of its place in education from key stakeholders such as bureaucrats, politicians, administrators, teachers and parents, with an increasing silence of the key participants within this regime: the students. The project reported on here offers a greater understanding of how students think about high-stakes testing, how influences such as the media influence student attitudes, and how motivational and social goals influence participation in NAPLAN. The project focuses on social learning theory and goal theory in regard to participation in NAPLAN testing, with a slant towards students' motivation and self-efficacy expectations. Research has shown that motivation and self-efficacy are leading determinants in the achievement of learning outcomes. Exploring these factors within the context of participation in NAPLAN testing has provided data that shows how students are thinking about this high stakes test in terms of value, preparedness, and social and motivational influences. The year 9 cohort of a large regional North Queensland high-school was invited to participate in a sequence of surveys that explored the way students think about NAPLAN and how students determine and prepare for participation. Preceding the development of the surveys, a focus group session was undertaken with a representative group of the same cohort in order to initially gauge and begin to understand how students in this particular context thought about NAPLAN testing. The sequential surveys took place one week prior to the 2011 NAPLAN test and one week following the 2011 NAPLAN test. The questions on the pre-test survey directly aligned with the questions on the post-test survey which allowed for correlations of student responses to be made after the test had actually been completed. Preliminary results from independent t-test analyses show that student mastery and performance goals and self-efficacy reports remain stable post NAPLAN testing. However, reflections of preparedness for the test show significant differences in their perceived levels of preparedness pre- and post the test, while their affective responses pre- and post the test indicate that they experienced a greater level of anxiety than they had expected before the actual test. Implications of these results for all students and students in rural areas in particular are discussed in the paper. [More] Descriptors: Academic Achievement, High Stakes Tests, Stakeholders, Motivation