Schramm-Possinger, Megan Elise (2012). Student Teacher Beliefs before and after the Internship, ProQuest LLC. Teachers' beliefs about pedagogical practices and disciplinary procedures as well as their perceptions of students powerfully influence the corresponding approaches they utilize. The student teaching experience is cited as one of the most critical facets of teachers' professional development. That which is learned by student teachers during their apprenticeship shapes their core set of beliefs, priorities, and schemes of effective practice in an enduring manner. This makes the comparison of beliefs held by pre-service teachers immediately after having completed their core didactic coursework with those held immediately after the student teaching experience of great interest. This comparison provides clues to the effects of the didactic experience and the student teaching experience on students' core beliefs. Also noted within the academic research base are the striking disconnects between the poignant lessons learned in the field and theories of best pedagogical practice. Realities within "real classrooms" such as learner diversity, external mandates to cover a wide array of material, and the pressures of high stakes testing are just some of the factors influencing this discrepancy. This research reveals that student-teachers' espouse humanistic beliefs upon completion of their didactic coursework. A belief in humanistic, in contrast to custodial orientations, was retained on behalf of participants after they student taught. Changes in reference to specific practices such as the use of external rewards to shape student behavior were more highly prioritized after immersion in the field, suggesting that even if discrete changes–born of experience–emerge, overall belief systems stay intact. The frequently positive evaluation of the student teaching experience on behalf of participants was noted, as was the relationship between the said perceptions and either having had an unequivocally negative apprenticeship or having confronted a surmountable challenge. [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: Student Teacher Attitudes, Teaching Methods, Beliefs, Classroom Environment

Holt, Janice Hooper (2012). The Relationship between Beginning Teachers' Engagement with Induction Program Components and Student Achievement, ProQuest LLC. The purpose of this study was to examine induction programs in North Carolina during the 2010-2011 school year to determine beginning teachers received the support as recommended by State Board of Education policy. Participants were second-year high school teachers participating in district level beginning teacher induction programs and were teaching courses that required state-mandated standardized tests. Research questions were developed to gather data relative to the components of induction: orientation, mentor support, administrator support, and professional development. Data gathered from the researcher-designed "Beginning Teacher Induction Program Survey" (BTIPS) were used to answer research questions. A correlational research design was used. Predictor variables were engagement level scores and perceived impact on teaching. The criterion variable was change in student achievement as measured by performance on state standardized tests. Using the Rasch Rating Scale Model, engagement scores were calculated. Pearson r (p < 0.05) found no significant correlations between engagement with induction components and student achievement. A multiple regression analysis further shows that engagement scores did not significantly contribute to predicting student achievement. The relationship between perceived impact on teaching and student achievement was also examined. Several important findings emerged. The data revealed that teachers in this study had access to and participated in the four induction program components recommended by the State School Board. However for many beginning teachers, support was lacking. Results showed that responding teachers were significantly low engaged in the support provided by administrators as opposed to orientation, mentor support and professional development and were high engaged with the support provided by mentors. Schools and school systems are facing challenging times. The current climate of high stakes testing and uncertain economic conditions magnify the importance of having data to inform educators as they make decisions about their teaching force. Important questions about induction must be answered to best guide future policy. More research is needed that will distinguish the relationship between specific program components and student achievement. [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: Beginning Teachers, Beginning Teacher Induction, Academic Achievement, State Boards of Education

Armstrong, Sheila Renee (2012). Principals' Perceptions of How Current Accountability Measures Influence Their Roles in Leading Title I Schools, ProQuest LLC. The No Child Left Behind Act of 2001 put great pressure to improve student achievement upon principals. Because the principals' work is much more complex since NCLB, it demands a more sophisticated set of skills and understandings than ever before. This qualitative case study examined changes in the principal's role and how current accountability measures influence their roles in leading schools. Six principals from Title I urban elementary schools were selected for this study. The findings revealed that the current role of the principal of a Title I school is a complex, multifaceted role. Qualitative data from the interviews of all six principals suggested that over the last ten years, the principals' roles have expanded because leading Title I schools have presented new challenges associated with high stakes testing. Evidence of the rigorous demands and increased pressures were elaborated upon in each of the six interviews. The data further showed that all six principals acknowledged specifically that principals' work has changed because of increased accountability measures, including data management, increased assessments, teacher and principal accountability via TLE observations/conferences/evaluations and increased paperwork. The following conclusions were made based on the comments and data gathered from principal interviews. 1. Principals share responsibilities with teacher leaders. Principals rely heavily on staff development teachers, curriculum specialists and team leaders. The leadership must be distributed and shared to disseminate information and implement instructional improvements. 2. Principals must be able to build and nurture relationships in order to gain trust and respect from all stakeholders. 3. Principals must be skilled at applying concepts of several leadership theories. 4. Additional responsibilities create time constraints. 5. Principals of today experience a loss of autonomy. 6. Principals must be techno savvy to survive the requirements of increased accountability. The principals expressed deep resentment toward the shift. They also expressed a loss of autonomy in hiring and decision-making processes at the building level. The principals also believed there is pressure to do more with less money. [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: Instructional Leadership, Principals, Administrator Attitudes, Accountability

Ridley, Janice Rebecca Becky (2012). The Perceptions of Teachers Regarding Their Knowledge, Beliefs, and Practices of Brain-Based Learning Strategies, ProQuest LLC. The purpose of this dissertation was to assess K-12 teachers' perceptions of knowledge, beliefs, and practices toward brain-based learning strategies, how their knowledge relates to their beliefs and practices, and how their beliefs relate to their classroom practices. This research also investigated relationships between teachers' gender, years of teaching experience, grade level taught, their level of education and teachers' knowledge, beliefs, and practices of brain-based learning. The participants were 110 volunteer K-12 teachers from a rural Tennessee public school district. The teachers were administered a survey that was developed by Klinek (2009) and modified by this researcher to collect specific data about teachers' classroom practices and their beliefs about high-stakes testing. The results of hypothesis testing using Pearson r found a statistically significant relationship between teachers' knowledge of brain-based learning and practices, teachers' knowledge and beliefs, and teachers' beliefs and practices. The results of a four way analysis of variance did not find any statistically significant relationships between the teachers' gender, grade level taught, years of teaching experience, their level of education and teachers' knowledge, beliefs and practices of brain-based learning. The results of this study revealed that teachers who are knowledgeable about brain-based learning and have strong beliefs about it will be more likely to utilize brain-based strategies. Descriptive statistics also indicated that teachers lacked knowledge about brain-based learning but believed in and utilized brain-based learning practices. It is recommended that teachers and administrators should be provided with professional development opportunities focused on neuroscience, cognitive psychology, and brain-based learning practices. For future research, it is recommended that a qualitative study on those research based practices that teachers most frequently use be implemented. This qualitative study would gather data from teachers using their written statements and reflections to gain insight into teachers' beliefs about the process of learning, and about any limitations in incorporating brain-based strategies. Another recommendation for future research would focus on the perceptions of principals about brain-based learning. [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 Teachers, Secondary School Teachers, Pedagogical Content Knowledge, Teacher Attitudes

Sloane, Finbarr C.; Kelly, Anthony E. (2003). Issues in High-Stakes Testing Programs, Theory into Practice. Examines several issues at the heart of the debate over high stakes testing, highlighting: the types of tests used, the effects on student motivation and morale, the degree of alignment between the test and the curriculum, and the distinction between assessment of learning and assessment for learning. The article notes the need for teacher input in crafting testing programs that maximize benefits in each of these areas. Descriptors: Curriculum, Elementary Secondary Education, Evaluation Methods, High Stakes Tests

Williams, Dawn Michelle (2010). Teacher Empathy and Middle School Students' Perception of Care, ProQuest LLC. With the implementation of the No Child Left Behind Act of 2001 (2002) schools are challenged by high-stakes testing and the need to maintain a highly qualified teaching force. The focus of discussion is often effective interventions and strategies to assist students to become academically successful. However, a number of researchers (Kaplan & Owings, 2000; Kohn, 2005; Noddings, 1995a, 2005c) have agreed that there is more to teaching and learning than is represented by scores on a single test. Authors such as Noddings (1984, 2005b) and Kohn (1990, 2005) have discussed the importance of an ethic of care in the academic success of students. An explanatory mixed method design was chosen for this research because the use of both quantitative and qualitative data resulted in a better understanding of the research problem (Creswell & Clark, 2007). In phase one of this study, an ordinary least square regression technique was used to determine the relationship between the level of teacher empathy and their students' perception of care. In phase two, the researcher completed a line-by-line analysis of all qualitative data to determine emergent categories and themes. Results of the study revealed the importance of empathy in creating a caring classroom environment and challenging teacher educators to provide training and field experiences that promote and enhance empathy and care in the classroom.   [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: Caring, Student Attitudes, Federal Legislation, Geometric Concepts

Wolf, Patrick J. (2012). The Comprehensive Longitudinal Evaluation of the Milwaukee Parental Choice Program: Summary of Final Reports. SCDP Milwaukee Evaluation Report #36, School Choice Demonstration Project. This report contains a summary of the findings from the various topical reports that comprise the author's comprehensive longitudinal study. As a summary, it does not include extensive details regarding the study samples and scientific methodologies employed in those topical studies. The research revealed a pattern of school choice results that range from neutral (no significant differences between Choice and Milwaukee Public Schools) to positive (clear benefit to Choice). The major findings from this last set of seven topical reports are that: (1) Participation in MPCP continues to grow even as both MPCP and MPS have succeeded in closing or at least denying public funds to a substantial number of low-performing schools over the past five years (Report #33); (2) Enrolling in a private high school through MPCP increases the likelihood of a student graduating from high school, enrolling in a four-year college, and persisting in college by 4-7 percentage points (Report #30); (3) When similar MPCP and MPS students are matched and tracked over four years, the achievement growth of MPCP students compared to MPS students is higher in reading but similar in math. The MPCP achievement advantage in reading is only conclusive in 2010-11, the year a high-stakes testing policy was added to the MPCP (Report #29); (4) When a snapshot of all MPCP students who took the state accountability test is compared to a snapshot of the performance of MPS students with similar income disadvantages, the MPCP students are performing at higher levels in the upper grades in reading and science but at lower levels in math at all grade levels examined and in reading and science in 4th grade (Report #32); (5) Based on MPCP and MPS administrative data on MPCP students as well as parent surveys, between 7.5 and 14.6 percent of MPCP students have a disability, a rate at least four times higher than previously reported by DPI (Report #35); (6) Visits to 13 MPCP schools revealed that many Choice students come to the schools behind by 1-2 years academically; the MPCP schools use various strategies to try to "catch them up" and prepare them for college and succeed with some but not all of them (Report #34); and (7) When similar independent public charter and MPS students are matched and tracked over four years, the achievement growth of the charter students compared to MPS students is similar in both reading and math, though conversion charters, which used to be private schools, clearly deliver higher achievement growth than MPS (Report #31).   [More]  Descriptors: School Choice, Program Effectiveness, Private Schools, High Stakes Tests

Bourgeois, Steven James (2012). Motivation for Academically Gifted Students in Germany and the United States: A Phenomenological Study, ProQuest LLC. Recent trends toward globalization have engendered interest in comparative educational systems, pointing toward more fundamental change beyond the current focus upon accountability measures. This phenomenological study considered the effect of extrinsic motivators on the intrinsic motivation of academically gifted students in Germany and the United States. Nine top performing 16 and 17-year olds attending private schools in Germany and the United States participated in open-ended interviews to determine their motivational orientation toward academic tasks. Teachers and administrators from both schools provided comments to support the contextual understanding gained from classroom observations. Although numerable quantitative studies have measured levels of intrinsic and extrinsic motivation for diverse groups, there are few phenomenological studies that attempt to explore the subtlety of cognitive processes. Conspicuously lacking also are cross-cultural studies relating to intrinsic and extrinsic motivation. In the present study I posed research questions relating to how academically gifted students in both countries experience motivation toward academic tasks. Through the frames of self-determination theory (Deci & Ryan, 1985) and flow theory (Csikszentmihalyi, 1975, 1990, 1997), I considered how extrinsic motivators such as grades, high-stakes tests, and parental expectations affect intrinsic motivation. Results indicated that the American students experienced relatively more autonomy-supportive instruction, a greater sense of belonging in the school environment, and more frequent flow experiences in the academic context than their German counterparts. Conversely, the German students exhibited less focus upon competition and greater intrinsic interest in their academic activities than the American students. With this in mind, the study provided insight into both educational systems, particularly with respect to student motivation. It addressed the unintended consequences of standards-based instruction, uniform teaching methods, and high-stakes testing that have become the norm in both countries. Perhaps most importantly, it identified gifted academic motivation as a potential problem, rather than as an outward sign of a school's success. [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: Educational Trends, Global Approach, Cross Cultural Studies, Cognitive Processes

Hurwitz, Nina; Hurwitz, Sol (2000). Tests That Count, American School Board Journal. High-stakes testing is forcing debate over achieving both educational excellence and equity. A pragmatic, middle position claims high-stakes testing can work with clear but limited goals, flexibility, and the will to address at-risk students' problems. Texas, Chicago, and New York City programs and implementation steps are highlighted. Descriptors: Academic Standards, Disadvantaged Youth, Elementary Secondary Education, Equal Education

Heilig, Julian Vasquez; Darling-Hammond, Linda (2008). Accountability Texas-Style: The Progress and Learning of Urban Minority Students in a High-Stakes Testing Context, Educational Evaluation and Policy Analysis. This study examines longitudinal student progress and achievement on the elementary, middle, and high school levels in relation to accountability policy incentives in a large urban district in Texas. Using quantitative analyses supplemented by qualitative interviews, the authors found that high-stakes testing policies that rewarded and punished schools based on average student scores created incentives for schools to "game the system" by excluding students from testing and, ultimately, school. In the elementary grades, low-achieving students were disproportionately excluded from taking the high-stakes Texas Assessment of Academic Skills tests, demonstrating gains not reflected on the low-stakes Stanford Achievement Test-Ninth Edition. Student exclusion at the elementary level occurred through special education and language exemptions and missing scores. Furthermore, gaming strategies reduced educational opportunity for African American and Latino high school students. Sharp increases in 9th-grade student retention and disappearance were associated with increases in 10th-grade test scores and related accountability ratings.   [More]  Descriptors: Testing, Academic Achievement, High Stakes Tests, Achievement Tests

Kohn, Alfie (2000). Burnt at the High Stakes, Journal of Teacher Education. High-stakes testing creates a system that is unfair and destructive to learning. This paper critiques several common defenses of high-stakes testing, including claims that this strategy is necessary for addressing educational inequalities. The paper argues that an emphasis on tougher standards, accountability, and standardized testing is uniquely harmful to low-income and minority students. Descriptors: Academic Standards, Accountability, Elementary Secondary Education, Equal Education

Wood, Geralee (2012). Middle School Language Arts Teacher Decision-Making Compared to the Reading Next Report's Instructional Elements, ProQuest LLC. This mixed-methods, collective case study approach explored how one district's forty-four language arts teachers in grades 6, 7, and 8 used their core literacy programs to incorporate the nine instructional elements recommended by the Reading Next report (Biancarosa & Snow, 2006) into the district's literacy program. Acknowledging that teachers are the final arbiters in designing the literacy instruction students receive, this study also posited that understanding the instructional judgments teachers make with respect to their literacy programs is a critical area of research. This study also explored instances of adaptive and flexible decision-making that indicated the lessons in the core literacy programs had been honed and tailored to meet the needs of individual students. Results from the analysis of the data revealed the district's areas of strength and weakness as compared to the instructional recommendations made by the Reading Next report (Biancarosa & Snow, 2006). The data collected and explored through a survey/questionnaire instrument and six representative case studies, which were conducted through observations and follow-up interviews, allowed for specific recommendations to be made to the district regarding practices that should be continued and practices that need to be strengthened. The strengths that emerged in this district's literacy program were the inclusion of direct, explicit comprehension instruction and the inclusion of an intensive writing program. Program weaknesses were the limited inclusion of effective instructional principles embedded in content materials and the limited use of a technology component by students. District teachers were found to exhibit a flexible and adaptive stance towards their use of the core literacy programs. They made modifications to their core programs in order to meet the needs of their students. The degree to which those modifications addressed the needs of individual students is questionable. Themes of concern that were revealed included the demands and pressure of high-stakes testing; the pressures of limited time; and the perception of weaknesses in the core writing program along with the associated perception of a lack of empowerment by the English staff members to address those perceived program weaknesses. [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: Middle School Teachers, Language Teachers, Decision Making, Comparative Analysis

Nichols, Sharon L.; Glass, Gene V.; Berliner, David C. (2006). High-Stakes Testing and Student Achievement: Does Accountability Pressure Increase Student Learning?, Education Policy Analysis Archives. This study examined the relationship between high-stakes testing pressure and student achievement across 25 states. Standardized portfolios were created for each study state. Each portfolio contained a range of documents that told the "story" of accountability implementation and impact in that state. Using the "law of comparative judgments," over 300 graduate-level education students reviewed one pair of portfolios and made independent evaluations as to which of the two states' portfolios reflected a greater degree of accountability pressure. Participants' judgments yielded a matrix that was converted into a single rating system that arranged all 25 states on a continuum of accountability "pressure" from high to low. Using this accountability pressure rating we conducted a series of regression and correlation analyses. We found no relationship between earlier pressure and later cohort achievement for math at the fourth- and eighth-grade levels on the National Assessment of Educational Progress tests. Further, no relationship was found between testing pressure and reading achievement on the National Assessment of Education Progress tests at any grade level or for any ethnic student subgroup. Data do suggest, however, that a case could be made for a causal relationship between high-stakes testing pressure and subsequent achievement on the national assessment tests–but only for fourth grade, non-cohort achievement and for some ethnic subgroups. Implications and directions for future studies are discussed. [Appended to this document are: (1) Appendix A: Examples of Context for Assessing State-Level Stakes Sheet; (2) Appendix B: Two Examples of Completed Rewards and Sanctions Worksheet Texas and Kentucky; (3) Appendix C: Method for the Inclusion of Media in Portfolios; (4) Appendix D: Summary News Search: Massachusetts; (5) Appendix E: Summary of News Searches in Five Pilot States; and (6) Appendix F: Summary of New Search Rationale–Finalized System.]   [More]  Descriptors: Portfolios (Background Materials), Reading Achievement, Academic Achievement, High Stakes Tests

Mathis, Frankie Eubanks (2012). An Analysis of the Effects of High- and Low-Stakes Testing on Student Achievement, ProQuest LLC. With increased emphasis on accountability, the use of low-stakes test data to make high-stakes decisions about program effectiveness is on the rise. In order to make valid inferences about what students know and can do, it is crucial to understand the consequences of low and high stakes in testing contexts. As a result, with a sample comprised of 49 eleventh grade students enrolled in Saraland High School, this study indicates that relationships between student performance on state-mandated testing programs in Alabama and grades earned in corresponding mathematics courses exist. Through regression analyses, it was determined that grades earned in mathematics classes are predictors of scores earned on the state-mandated tests. Additionally, in this study, the sample data revealed that student achievement did not increase as the individual consequences associated with the test increased. Rather, student achievement on the state-mandated tests was consistent with the overall mathematics achievement levels demonstrated in the classroom. [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 Stakes Tests, Academic Achievement, Program Effectiveness, Grade 11

Horne, Erin Thomas (2010). The Contribution of Teachers' Roles to Beginning Teachers' Perceptions of Success, ProQuest LLC. Beginning teachers leave the profession at an alarming rate. Role expansion and role intensification have become more predominate in the profession as a result of numerous reform and accountability movements, including "No Child Left Behind". Research suggests that social supports and engagement in multiple roles can buffer the effects of stress and work intensification. The purpose of this study was to investigate the relationships between beginning teachers' perceptions of success, work role satisfaction, commitment, and retentions intentions while understanding the influence of role intensification and multiple roles on those relationships. The population of interest in this study was North Carolina State University's College of Education graduates employed as teachers. This study used a single time survey design to evaluate teachers' perceptions of Mentor Support, Colleague Support, Administration Support, Classroom Management, Encouraging Student Success, Curricular and Instructional Resources, Assignment and Workload, Parental Contacts, Satisfaction, and Commitment through the "Perceptions of Success Inventory for Beginning Teachers" (Corbell, 2008a). In addition, questions surveyed beginning teachers about occupation of additional roles (i.e., parent, spouse, caregiver, student, etc.) and role intensification surrounding high-stakes testing. In all, 127 graduates for the College of Education were included in this study.   A measurement model that was a modification of the model validated by Corbell (2008a) included beginning teachers' multiple roles as a moderator and beginning teachers' role intensification as a mediator. Path analysis determined that the measurement model was not a reasonable depiction of the relationships. However, there were other findings of interest discovered in the process. First, when calculating a composite score for beginning teachers' perceptions of success, Mentor Support accounted for the least amount of variance. This finding supported previous research regarding mentoring relationships and its effect on beginning teacher retention. Next, role intensification surrounding high-stakes testing had a significant relationship with beginning teachers' perceptions of success. Although the measurement model was not significant, post hoc analyses determined that the relationship between role intensification and satisfaction and commitment worked through beginning teachers' perceptions of success.   Finally, this study replicated the original model validated by Corbell (2008a). Replication of the original "PSI-BT" model with a teacher preparation institution's graduates encourages its use as a cost-effective means for tracking graduates in the field, their perceptions of success, and retention intentions. Teacher preparation programs can use similar data on their graduates to adapt their programs to the challenges that beginning teachers from their programs report facing.   [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: Classroom Techniques, Mentors, Teacher Persistence, Teacher Role