Conner, Michael Terrell (2010). Beyond "Acting White": The Impact of Culturally Responsive Pedagogy within a Culture of Accountability, ProQuest LLC. Since its inception in 2001, Public Law 107-110 (No Child Left Behind) has put a direct emphasis on closing the achievement gap between minority students and their counterparts by implementing accountability systems. One component of this accountability system for educational districts in the United States is measuring academic achievement through high-stakes testing. At the same time, culturally relevant pedagogy is proclaimed to be a new innovative approach to provide instructional methods that promotes academic achievement and success for African-American youth. The purpose of this study was to determine whether culturally relevant pedagogy can be a solution in this age of accountability and its focus on high-stakes assessment practices. Specifically, can culturally relevant pedagogy improve the high-stakes assessment scores of African American youth in the content area of literacy in this age of accountability? A multicultural literacy program called Sowing S.E.E.D.S (social, emotional, and educational development of students through children's literature) was implemented in an urban elementary school district in the Northeast with the goal of ensuring an authentic learning experience for each individual student; however, this program has never been examined in this high-stakes culture of accountability. Therefore, this in-depth case study examined the impact of culturally relevant pedagogy on African American students within a high-stakes culture. Specifically, a program evaluation protocol was used to investigate the Sowing S.E.E.D.S program. The research design was grounded in a three-stage process (i.e., interviews, observations, and formative/summative statistical data). The research found that a culturally relevant literacy curriculum does not necessarily improve standardized test scores; however, it does provide students with a fundamental foundation for core literacy development. Culturally relevant pedagogy in the context of teaching literacy to African American students provided an authentic learning experience for students. This included students evaluating text through their own lens, synthesizing culturally relevant text that invited student discourse, and critical thinking exercises that addressed high-stakes standards. The study also found that the teaching and learning process was being undermined through the pursuit of achieving high test scores. The conclusion of this study explores whether the culture of high-stakes accountability may create a learning climate that is pernicious for African American students in urban learning communities.   [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: Achievement Gap, Accountability, Culturally Relevant Education, High Stakes Tests

Ryan, Patrick A.; Townsend, Jane S. (2010). Representations of Teachers' and Students' Inquiry in 1950s Television and Film, Educational Studies: Journal of the American Educational Studies Association. In examining images of the 1950s fictional teacher, scholars have discussed gender roles and stereotypes, but media analysis generally focuses on sociological and political trends, such as the Cold War and the cultural construction of meaning through audience reception. Television and film studies also include attention to teaching media literacy and the use of media as a means of instruction. By studying visual representations of fictional teachers in the act of teaching and the acceptance of these images through television ratings and box office earnings, one could determine expectations regarding educational purposes and their compatibility with professed public educational policy in the 1950s. Because, today, a similar policy environment has emerged with an essentialist accountability model of high-stakes testing with quantitatively measured standards while teachers still employ progressive, student-centered strategies, analyzing these postwar images can inform the understanding of public expectations about teachers' roles and students' learning environments in the twenty-first century. Using Judith Lindfors's definition of inquiry, this article evaluates depictions of the learning process to discover the extent to which progressive or essentialist educational models prevail in these media representations. Lindfors defines inquiry as the act of turning toward another for help in understanding. The purposes for inquiry include information-seeking, sense-making, and wondering, and forms of inquiry are not necessarily in interrogative sentences. In fact, although perhaps canonical, the interrogative form does not always embody true inquiry, but may, instead, create pretender events as a means for managing behaviors, for testing someone's knowledge, or for enacting other intentions. Because engaging in acts of inquiry involves turning to someone for help with explanations and explorations, this process can be an imposition, but knowledge is also co-constructed through multiple perspectives. Where lessons are guided by students' own inquiry and concentrate on their own information-seeking, sense-making, and wondering, the classroom environment aligns with a progressive approach. A more essentialist-informed classroom would focus less on student-initiated inquiry and adopt a transmission, "banking" model, where the teacher, as the source of knowledge, deposits information into students' minds.   [More]  Descriptors: Teacher Role, Time Perspective, United States History, Progressive Education

Natividad, Larry D. (2010). The Impact of Conflicting Perceptions on the Role and Function of High School Guidance Counselors, ProQuest LLC. A counselor's academic guidance is critical because student stress levels are high due to increased levels of expectations that they perform at their best (Campbell & Dahir, 1997; Gysbers & Henderson, 2000). In the last decade, education reform has moved towards more standards-driven curriculum/a, basic skills acquisition, and accountability through high-stakes testing (Cuban, 2004; Darling-Hammond, 2004; Franklin & Johnson, 2008; Ravitch, 2000). Current practices in high schools suggest that counselors are expected to perform duties not within their scope of professional practice (Bowers & Hatch, 2005), yet very little current research explores the alignment of high school counselors' prescribed duties and the expectations of counselors by students, parents, teachers, and counselors, themselves.   For this study, differences in the importance-ratings of a counselor's role among 2,499 students, 1,018 parents, 156 teachers, and 11 counselors at three high schools are analyzed in order to understand what underlying factors are most important to the participants. Seven factors that counselors seem to focus on according to the importance ratings of stakeholders were: (1) College, career, and class planning; (2) School programs and communication; (3) Student personal issues; (4) Working with staff; (5) Student learning; (6) Technician, teaching, and supervision; and (7) Rules, regulations, and discipline. Supporting research includes an analysis of district and school site job descriptions; differences in overall group perceptions of students, parents, teachers, and counselors; and an analysis of demographic differences in the interpretation of counselors' roles. Results also include a convergence of the lowest mean difference in areas where the professional identity of high school counselors align with serving the academic needs of students to be best prepared for postsecondary experiences such as employment and/or acceptance to college.   A clearer consensus of the role of counselors, one that aligns with recommendations from a counselors' professional organizations, such as the American School Counselor Association (ASCA), and with job descriptions by school boards, may allow counselors to better serve students, parents, and teachers. By identifying the stakeholder perceptions on the frequency and importance of counselor roles, high school counseling teams can move towards such an alignment in order to be more effective in providing counseling services.   [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: Counseling Services, High Schools, Student Attitudes, Counselor Role

Stohl, Christina (2010). Inquiry in the Classroom, Online Submission. (Purpose) As schools scramble to restructure in the hope of thwarting failure, administrators often appropriate money for outside experts who counsel on professional development as well as outside magic-pill programs for student achievement. High-stakes testing remains the arbiter. Perhaps the use of the best practice of inquiry, or classroom questioning, taught by the "experts within" a school, can cheaply and richly propel students to authentically achieve with self-confidence and motivation. (Methodology) This three-month action research weighed baseline and summative student questionnaires (a 4-point rating of how students felt about being questioned and how this effected their self-confidence and motivation) and Essential Schools chalk talks (a silent student-run writing activity in which they answered the question, "How do I feel about mathematics?") as well as fastidiously recorded participant/researcher field notes of eleven inquiry dialogues. (Results) This study found that sustained inquiry of strategically placed lower and higher ordered questions positively impacted students' motivation and self-confidence within an urban public high school special education mathematics classroom. Comprehending, understanding, applying, and analyzing information led the students to synthesize, evaluate, and create. (Conclusions) Like Dewey, and Socrates way before him, this inquiry process recognized the student as the center of the learning and the teacher as the facilitator. The open cooperation and joyful collaboration experienced by the students in this inquiry learning community provided even more building blocks to constructing their own knowledge and ultimately to achieving considerable self-confidence and greater motivation. Likewise these same experiences created the habits of mind of independent, creative thought and team-building parameters of 21st century skills. (Recommendations, for future action research studies which replicate this project, would include trained, spirited questioners who further the scope of inquiry with faithfulness and validity in the search of authentic student self-confidence and motivation across various schools, grades, contents, and ability levels. (Additional Data) 14 charts and 1 Chalk Talk description   [More]  Descriptors: Inquiry, Classroom Environment, Questioning Techniques, Positive Reinforcement

Griggs, Bridget Renee' (2010). Eighth Grade Social Studies Teachers' Perceptions of the Impact of Technology on Students' Learning in World History, ProQuest LLC. There are many perceptions of what should be taught in the social studies classroom. With the expansive amount of information that must be transferred to students, the job of the social studies teacher is becoming more challenging. To assist with this issue, there are numerous instructional strategies that can be employed such as anticipation guides and concept maps. These items can help keep both students and teachers on task with the required material. There are also technological instructional strategies that can be used such as "WebQuests" and virtual tours. These activities may increase students' ability to become more active in the learning process and teach them how to construct their own knowledge. In the middle school, there are cited issues that cause teaching and learning not to occur as intended by the teacher (Vogler & Virtue, 2007). High stakes testing is one of those areas.   In the elementary and middle grades, the only subjects that received attention were ones being tested, which led to a reduction and dismissal of social studies. Also in the middle grades, teachers became overwhelmed with the amount of information they were required to transmit to their students, especially when social studies was tested. This caused social studies teachers to remain at the "just the facts" level of transmitting information in order to have ample enough time to cover all of the content. A more specific challenge is faced by eighth grade world history teachers. Eighth grade has been cited as a pivotal period in the life of the student, for it has the potential to determine how well they will do in high school, college, and their career (ACT, n. d.). Eighth grade world history teachers have much to cover with little time to spend on each topic. This causes both teachers and students to become overwhelmed and discouraged. This research study was designed to examine the perceptions of eighth grade social studies teachers on how they felt technology impacted their students' learning in world history. It was conducted in West Alabama with five eighth grade world history teachers: Darlene, Daniel, Elijah, Trevor, and Caleb (pseudonyms). The teachers participated in three online focus group sessions and one face-to-face follow-up interview. After analyzing the results, four major themes emerged: Role of the eighth grade social studies teacher, meaningful learning, hands-on learning, and barriers to technology integration.   [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 Strategies, Concept Mapping, World History, Focus Groups

Abioro, Elizabeth (2010). Perceptions of Care: Self Reflections of Women Teachers of African Descent Who Teach in Urban Settings, ProQuest LLC. Discussions and debates about the educational system in the United States continue to center on curriculum and school reform. However, many children in America's public schools suffer from existing "life hazards" including social isolation, poverty, neglect, drug abuse, violence, school failure, and the breakdown of traditional family values and nurturing. This qualitative study focused on 10 African American female teachers and their perceptions of caring in the classroom and themselves as caring teachers. It is important to collect and share the experiences of African American females and how they define and practice care in their classrooms. Understanding teachers' perceptions of care is significant because it can provide data that will begin to reveal the complex nature of care as well as provide some pathways to understanding how to care for low-SES urban students of African descent in educational settings. The women's narratives of their teaching experiences were analyzed to learn about their perceptions of themselves as caring teachers as well as their perceptions of how they practiced care with their students and the values imparted to them. The study was limited to the experiences of teachers working in low-SES urban schools with students of African American descent. The stories, feelings, perceptions, and experiences of these women elementary teachers of African descent have helped to understand how they view the role care can play in serving the educational needs of low-SES urban students of African descent in educational settings. Findings indicated caring in the classroom was essential to be an effective teacher and for students to learn, grow, and succeed in the future. Caring was thought to go hand in hand with teaching and if you did not care the participants did not think you could be an effective teacher. Teachers did not think accountability and high stakes testing affected what they did in the classroom to care for their students. Teachers thought it might be easier for females to demonstrate caring than males, but did not imply males could not be caring teachers it was just easier for females due to their mothering nurturing nature. Caring was an essential part of the make up of these teachers, they had many examples in their lives of caring adults, and wanted to pass on this sense of caring to their students so their students would also care for others when they become adults.   [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: Urban Schools, Elementary School Teachers, African American Teachers, Females

Muelle, Christina More (2010). The Relationship between Prekindergarten Social and Emotional Development and Academic Success among Hispanic Children from Low-Income Families, ProQuest LLC. Social and emotional development has been considered an important factor in child development which has been placed at the end of the learning spectrum due to high stakes testing. Social and emotional development consists of the relationships an individual has with others, the level of self-control, and the motivation and perseverance a person has during an activity (Bandura, 1989). This study examined the relationship between Hispanic children's prekindergarten social and emotional development and their academic success.   Hispanic children from a large southeastern city whose parents were receiving subsidized child-care were followed from their prekindergarten year through third grade (N = 1,978). Several hierarchical regressions were run to determine the relationship between children's social and emotional development, during their prekindergarten year using the DECA (Devereaux Early Childhood Assessment), and the their academic success, as measured by kindergarten through third grade end of the year reading and mathematics academic grades, second grade SAT (Stanford Achievement Test) scores, and third grade FCAT (Florida Comprehensive Assessment Test) and NRT (Norm Referenced Test) scores. Hierarchical regressions were conducted for each grade and subject in order to control for demographics and prior achievement.   The results of this study revealed that for Hispanic children from low-income families, the best predictor for academic success was the children's prior academic achievement. Social and emotional development showed no significant predictive value for the third grade criterion variables as well as end of the year academic grades in second grade and kindergarten reading. Evidence did suggest that for first grade end of the year academic grades and kindergarten math, social and emotional development had a small predictive value.   Further research must be conducted as to why social and emotional development, after controlling for demographics and previous academic achievement, bears such a small predictive value when it is clear that many professionals feel it is the most important factor for school readiness.   [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: Evidence, School Readiness, Low Income, Grades (Scholastic)

Timar, Thomas B.; Chyu, Kris Kim (2010). State Strategies to Improve Low-Performing Schools: California's High Priority Schools Grant Program, Teachers College Record. Background: School accountability policies and high-stakes testing have created new demands on state policy makers to provide assistance to low-performing schools. California's response was the Immediate Intervention/Underperforming Schools Program (II/USP) and the High Priority School Grants Program (HPSGP). Objective/Research Question/Focus of Study: This study explores the effects of the HPSGP on improving academic performance of the lowest performing schools in California. The study focuses on the organizational factors that influenced resource allocation decisions. The discussion addresses what might be done to ameliorate some of the key problems implicated in nonperforming schools. Participants: Data for this study came from site visits to 15 schools that received HPSGP funding. Of the 15 schools we studied, 10 were high schools, and the remainder elementary schools. Eleven of the schools were urban, and four were rural. Program Description: Schools in the bottom 10th percentile are eligible to apply for HPSGP funds. The State of California provided 655 schools with $400 per pupil each year for three years, with an optional fourth year. Participating schools also could apply for an optional planning grant of $50,000 in the initial year. Research Design: Using qualitative case studies of 15 schools in California, the study compares HPSGP recipient schools that made significant academic improvement with HPSGP schools that remained stagnant. The site visits, which took place between February and May 2006, comprised structured interviews with principals, teachers, HPSGP and special program coordinators, and school site council members, as well as classroom observations and focus groups. During a two-day visit, at least five people at each school were interviewed. Conclusion: This study found that organizational characteristics, such as leadership of principals, member participation in decision-making, and existence of coherent goals and plans, have a significant influence on the ability of schools to make effective use of grant funding and to achieve higher student performance. The study's main finding was that improving schools were deliberative and purposive in their use of program funds. Nonimproving schools, on the other hand, were opportunistic, lacking a plan or vision for using funding to build effective regimes of teaching and learning.   [More]  Descriptors: School Effectiveness, Grants, Improvement Programs, State Aid

Locklear, Tina M. (2010). Factors Contributing to Teacher Retention in Georgia, ProQuest LLC. 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.   [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: Careers, Teacher Persistence, School Size, High Stakes Tests

Mowers, Erin N. (2010). Teacher Burnout in North Dakota, ProQuest LLC. The purpose of this mixed study dissertation was to determine if teachers in North Dakota public schools show signs of teacher burnout and the extent to which NCLB is a major stress factor. The research questions were: To what extent are teachers experiencing symptoms of burnout? What are the factors of burnout? The research hypothesis was: The policies of No Child Left Behind are the highest stress factor for teachers in North Dakota public schools.   This study used an electronic, web-based data collection procedure. This was accomplished by surveying members of the North Dakota Education Association. The target population was 2,000 teachers in public schools in North Dakota, with 687 (34% response rate) participating in this study. The data collected and analyzed basic descriptive statistics (means and standard deviations) and a one-way ANOVA test. The comments from teachers on their present job satisfaction were qualitatively coded, themed and reported.   The Maslach Burnout Inventory for educators was used for instrumentation which included 22 questions forming three sub-scales: Depersonalization, Emotional Exhaustion, and Personal Accomplishment. A seven job satisfaction variable survey was used to determine what variables may cause teacher burnout.   Conclusions for question one were: teachers in ND do not feel good about their competency or effectiveness in the classroom: there is low teacher morale; teachers do not exhibit depersonalization or blaming of their students; ND teachers are not cynical; and teachers have moderate levels of emotional exhaustion and struggle with factors of time on job and meetings.   Question two conclusions were: female, elementary teachers in large school districts show the most stress for making AYP, a factor for burnout; the more education a teacher has the less satisfied they are with the leadership of the principal; which is not the case for their superintendent. Teachers were satisfied with work environment and feedback on their job performance.   The Research hypothesis was rejected. The highest stress factors for North Dakota teachers were salaries and school funding.   Four themes emerged from the survey respondent comments: lack of time, high-stakes testing, financial concerns and control issues.   [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: Public Schools, Job Satisfaction, Federal Legislation, Teacher Burnout

Tempel, Nicole (2010). College Readiness in an Era of Standardized Testing: How One Charter Management Organization Tackles Both, ProQuest LLC. When it comes to college readiness, a clear academic disparity exists between Latino students and their White and Asian peers. Not only are Latinos less likely to go to college, but also, once in college, their completion rate is much lower than any other group. Most research thus far has focused primarily on how the college environment can support students to stay in college; yet, in order to address the current academic disparity facing Latino students, we must look at what support structures exist in high school to prepare students not only for college access but also for college persistence. Only when a student has the skills to persist in college is he or she truly "college-ready."  College preparation research and effective schooling research point to specific skills that impact college success and can take place at the high school level. However, in an era of accountability and high stakes testing, many schools focus on meeting No Child Left Behind (NCLB) compliance standards because of its mandate–instead of concentrating on building these skills for which there is no government mandate. As with college readiness, a disparity of success exists for Latino students when it comes to standardized testing. Yet, these tests do not measure the college persistence skills recommended by research. As a consequence, by focusing often exclusively on standards knowledge, schools fail to address Latino students' college skill gaps.   In California (and Los Angeles, specifically) charter schools have outperformed noncharters when it comes to Latino student achievement on state tests. Charters have also explicitly aimed to prepare these same students for college. This study will focus on the systemic ways one charter management organization (district) has attempted to close the Latino college gap and assess what organizational structures exist to support NCLB mandates and college readiness.   [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 Readiness, Higher Education, College Bound Students, College Preparation

Kavanagh, Kara Maura (2010). A Dichotomy Examined: Beginning Teach For America Educators Navigate Culturally Relevant Teaching and a Scripted Literacy Program in Their Urban Classrooms, ProQuest LLC. In contrast to the increasing diversity of students, the implementation and consequences of federal and state policies such as No Child Left Behind (NCLB) and the Comprehensive School Reform Act, have created a push for standardization in pedagogy and curriculum that serve culturally and linguistically diverse students. Effects of NCLB policies include narrowing of curriculum and pedagogy, proliferation of prescriptive literacy programs, increased high-stakes testing, and negative effects on teachers' identity, autonomy, and desire to teach (Achinstein, Ogawa, & Speiglman, 2004; Cochran-Smith & Lytle, 2009; MacGillivray, Ardell, Curwen, & Palma, 2004; Smagorinsky, Lakly & Johnson, 2002). Simultaneously, teaching prospective teachers how to construct culturally relevant curriculum and pedagogy that meets the needs of our diverse students is emphasized as a vital part of teacher preparation (Cochran-Smith, 2004; Gay, 2000; Irvine & Armento, 2001; Ladson- Billings, 1999). However, research shows that even when teachers leave teacher preparation programs with preparation for culturally relevant teaching, initial jobs and local contexts shape and constrain teachers' ideologies, agency, goals, and practice connected to teaching diverse students (Athanases & DeOliveira, 2008; Causey, Thomas, & Armento, 2000). In response to this research, this study was designed to investigate how novice Teach For America teachers with an espoused culturally relevant pedagogy ideology implement a scripted literacy program in their urban classrooms.   A multiple case study design guided the data collection and analysis. Data collection took place over three months and included interviews, observations, observation debriefs, visual representations, documents, and teaching artifacts. The data were analyzed using a constant comparative approach (Merriam, 1998) and Grounded Theory techniques (Strauss & Corbin, 1998) using within-case analysis followed by cross-case analysis.   These alternatively certified, beginning teachers were constrained by several institutional and contextual factors, yet were able to actively negotiate their culturally relevant beliefs with the requirements of their mandated scripted literacy program to enact tenets of culturally relevant teaching. These findings suggest teacher preparation programs need to have a conceptual framework embedded in coursework and field experiences that empowers beginning teachers to negotiate the sociopolitical constraints of their school context in order to meet the needs of their students.   [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: Grounded Theory, School Restructuring, Federal Legislation, Culturally Relevant Education

Maziarz, Amy L. (2010). The Exploration of Demographics and Computer Adaptive Testing in Predicting Performance on State-Mandated Reading Assessments, ProQuest LLC. No Child Left Behind (NCLB, 2001) included a broad spectrum of changes to the federal role in public education, including accountability provisions that mandated states to test all students. In an atmosphere of educational reform and federally mandated high-stakes testing, demands have increased for progress monitoring strategies that reliably predict outcomes on statewide assessments. This study investigated the predictive validity of demographic variables and the Measures of Academic Progress (MAP) Reading in relation to student performance on the South Carolina's Palmetto Assessment of State Standards (PASS) English language arts (ELA) test. Various demographic predictive factors of student performance were analyzed including sex, race/ethnicity, socioeconomic status, special education, and grade. The specific MAP predictive factors included the MAP Reading RIT score as well as the three MAP Goal Performance areas (i.e., Understanding and Using Literary Texts, Understanding and Using Informational Texts, and Building Vocabulary).   Archival test data and demographic information were obtained from five elementary and three middle schools located in the target school district. The sample was comprised of 3,861 students in grades 3-8. The data were analyzed using associational measures based on Cross-tabulation, Multi-factorial Analysis of Variance, Pearson correlation, and Multiple Linear Regression leading to the construction of a hypothetical path model. The main conclusions of the statistical analysis were that: (1)There were no relationships of practical significance between the demographic variables and the PASS ELA scores; (2) There were significant correlations between the various MAP scores; and (3) Although the correlations were statistically significant between the MAP scores and the PASS ELA scores, the very small effect sizes implied that the linear relationships have little practical importance. In conclusion, while evidence was provided to indicate that the overall model, including the three MAP scores, was statistically significant, the low effect size was indicative of a model that had limited mathematical ability to accurately predict the PASS ELA scores.   [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: Evidence, Middle Schools, Federal Legislation, State Standards

Zwick, Rebecca (2001). What Causes the Test-Score Gap in Higher Education? Perspectives on the Office for Civil Rights Resource Guide on High-Stakes Testing, Change. Considers the guide on high-stakes testing issued by the federal Office for Civil Rights, including the controversy which ensued upon release of the first draft, changes in the subsequent version, and the issue of differences in educational achievement among ethnic and racial groups of which differences in standardized test scores may be reflective. Descriptors: Academic Achievement, Guides, High Stakes Tests, Minority Groups

Drago-Severson, Eleanor (2012). The Need for Principal Renewal: The Promise of Sustaining Principals through Principal-to-Principal Reflective Practice, Teachers College Record. Background/Context: Given the challenging complexity of the modern principalship–including high-stakes testing, standards-based reform, increased accountability, and severe budget cuts–practitioners and scholars emphasize the urgency of supporting principals' stress-relief and renewal. Purpose/Objective/Research Question/Focus of Study: This nationwide study offers insights into how a group of principals renew themselves and prevent burnout, crucial for 21st-century school leaders. This article focuses on how 25 principals supported their own renewal and their yearning to engage in reflective practice with colleagues as a support to their own revitalization, growth, and learning. Research Design: Eighty-nine hours of qualitative interviews with a diverse sample of 25 public and private (independent) and Catholic school principals who served in schools with varying levels of financial resources (i.e., high, medium, and low) were conducted, in addition to analyzing field notes and approximately 60 documents. Interviews for the encompassing research study–an investigation of developmentally based principal leadership practices employed to support adult learning–concerned a variety of topics, including principals' practices for supporting teacher learning and how principals themselves supported their own renewal. Data Collection and Analysis: All interviews were transcribed verbatim. Two researchers coded interviews, documents, and field notes for central concepts (theoretical and emic codes were employed). Thematic matrices were developed, and narrative summaries were created. A grounded theory approach was employed, and important literatures informed analysis. Matrices displayed confirming and disconfirming instances of themes, and two researchers conferred on alternative interpretations. Findings: Findings reveal that these principals (1) employed a variety of strategies for self-renewal given the complex challenges of their leadership work in the 21st century and (2) expressed a desire for engaging in ongoing reflective practice with colleagues to support their own development, sustainability, and renewal. All also expressed that although they were fulfilled by their jobs, the scope seemed vast and overwhelming. Whether they served in high, low, or medium financial resource schools and whether they served in public, independent, or Catholic schools, they emphasized that they needed to develop more effective and frequent strategies for self-renewal. Conclusions/Recommendations: These school leaders explained that they yearn for regular, ongoing opportunities to reflect with colleagues and fellow principals on the challenges of leadership, emphasizing that this type of ongoing collegial reflection would help them to more effectively exercise leadership, avoid burnout, and renew themselves. Although all these principals spontaneously voiced the desire to engage in collegial reflection, only 3 were doing so on a regular basis. This research suggests the importance of supporting and retaining principals by using reflection and collegial support for renewal, with serious implications for education policy and school district practices.   [More]  Descriptors: High Stakes Tests, Adult Learning, Teaching Methods, Leadership