In Virginia students with learning disabilities, as well as students in general education, are required to pass the Virginia Standards of Learning test in order to receive a diploma from high school. Currently there are 20 states that use exit exams with five more states anticipated to start by 2009 (Center on Education Policy, 2005). The purpose of this study was to identify the perceptions of Virginia Special Education Directors, Principals and Lead Teachers regarding the impact of the state graduation requirements on the educational experiences of and outcomes for students with learning disabilities. This study was adapted from a similar investigation conducted from Indiana and applied to survey Virginia administrators. Additionally, the study was used to identify the changes Virginia administrators perceive are needed in order to best support students in meeting those requirements. The target population of participants of this study consisted of three groups of educators: (a) Directors of Special Education; (b) Principals; and (c) Lead Teachers of Special Education in Virginia public high schools. A survey research design was employed for this study. The instrument included 70 Likert type items, with one demographic item. A total of 510 surveys were sent through email to administrators in the state of Virginia; 148 were returned with incorrect addresses. A response total of 104 emails were received: Directors of Special Education, 26.9%; Principals, 56.7%; and Lead Teachers, 16.3%. Data were analyzed using descriptive statistics. A descriptive summary of responses for respondents was developed using mean and frequency percentages. Inferential statistics was used to answer the research questions presented in this study. Analysis of Variance (ANOVA) was used to determine if there was a significant difference between the three groups regarding high stakes testing of students with learning disabilities. Significance (p less than or equal to .05) was not noted in any areas when comparing administrators perspectives of graduation requirements that impact educational experiences and outcomes of students, however the area of changes that administrators perceive are needed in order to best support students in meeting these requirements, significance (p less than or equal to .05) was noted. Findings indicate that administrators felt that as a result of the graduation requirement, it is important for special education students to be included in general education classes and exposed to the general education curriculum. They also agreed that special education and general education teachers need to be exposed to professional development to help students be successful in high stakes testing. Another finding from this study was administrators felt that including greater use of practice materials and instruction in test taking would also be needed to help students be successful. / Ph. D.

The purpose of this study was to understand how secondary level United States History teachers approached controversial issues in their standards-based, high-stakes testing classrooms. Controversial issues consisted of multiple points of view, were socially constructed, and had the potential to challenge belief systems. The audience and their perception of a topic determined the degree of controversy. The questions explored were what factors did secondary level United States History teachers identify as influential in creating controversy in their classrooms and how did they introduce what they considered controversial issues into their standards-based, high-stakes testing classrooms? To answer these questions, twelve secondary level teachers who taught 6th, 7th, or 11th grade United States History participated in this study. Information was garnered through interviews of individuals and focus groups. Some participants provided resources used in their lessons and scenarios of their teaching experiences. My principle findings were: • Place played a role in teachers' willingness to incorporate controversial issues into their classrooms. This was due to students' preconceived notions developed by their geographical location and family. • The experiences of teachers and students influenced discussion of controversial issues. This included how long the teacher had taught the content or past experiences with parents and administrators. Students' experiences were derived from their family and community, which influenced incorporation of controversial issues. • Teachers were influenced by the standards they were required to teach. Though some saw these as a restriction in teaching, others used them as a springboard to what they perceived as deeper, meaningful teaching. / Ph. D.

This dissertation aimed to expand knowledge and practical uses of educational technology tools in high-stakes team training environments. This study depicted the real-world impacts of virtual reality (VR) technology on learning and training for the Royal New Zealand Police Academy and those training teams in high-stakes environments. Recommendations for improvement in designing these technologies and training resulted from the study. The study involving VR and the Bedford Workload Scale employed pre- and post-training to determine if using that technology produced statistical significance and improved user learning in VR tactical police training. The final study resulted in similar pre- and post-test results from participants (n = 74), indicating VR may produce realistic levels of cognitive load in virtual participants, and one statistically significant finding for participants who had previous experience using VR, suggesting that cognitive load may be higher during training for those with previous experience. The findings revealed that VR shows promise for increasing the value and efficacy of compliance training in tactical police settings and similar high-stakes team training environments.

Public education in the United States is currently enveloped in an era of intense accountability. At the national level the No Child Left Behind Act, demands accountability in any district or school receiving federal funds One of the goals of the No Child Left Behind legislation had its roots in the Texas education accountability statute of 1999, when former governor George W. Bush signed into law a mandate that became known as the Student Success Initiative. That law required students in the 3rd grade to pass the state reading assessment in order to be promoted to the 4th grade, beginning in the year 2003. The same group of students would be required to pass their 5th and 8th grade reading and math exams to be promoted to the next grade level. The initiative continued for all students. In opposition to the those policies, the body of research regarding grade-level retention concludes that the practice of grade retention is ineffective in increasingstudent achievement (Jimerson, 2001, Harness, 1984, McCoy, 1999). This study examined the Student Success Initiative in Texas. The goal was to determine whether retention in 3rd, 5th, or 8th grade made a signification difference in subsequent TAKS scores in comparison with students who were placed in the next grade level by the official Grade Placement Committee. Data was analyzed from three large urban school districts in Texas. Results were consistent across the three school districts. Students who were retained in third grade performed better the subsequent year in third grade, but those successes did not continue consistently through the 5th and 8th grade years. Students retained in 5th grade for math performed poorly on subsequent tests, as did students retained in the 8th grade for reading or math. However, the group of students that was retained in 5th grade due to failure of the TAKS Reading test exhibited success in the subsequent year as well as the 8th grade year. Overall, TAKS students who were retained did not perform better than students who were placed in the next grade level as they progressed through 8th grade. / text

Thesis advisor: Dr. Marilyn Cochran-Smith / A healthy democratic society requires citizens with both the knowledge to understand the problems it faces and the dispositions to solve them. Yet recent studies have shown that citizens in the United States are losing the democratic habits required to solve social problems. Moreover, results on standardized assessments in United States history including the National Assessment of Educational Progress bear out the fact that the historical knowledge of typical American high school graduates is woefully lacking (Gaudelli, 2002; Shenkman, 2008). Some blame teachers for failing to teach students meaningful content, and others counter that students' poor performance signals a problem with the test's construction rather than with teachers. This dissertation was designed to inform the debate through a systematic study of the orientations of history and social studies teachers in Massachusetts, the skills and constructs measured by the MCAS-US history test, and the relationship between the two. This study considered the complex relationship between teachers' orientations and the skills and constructs measured on the MCAS-US test via two research designs. First, a survey of Massachusetts history and social studies teachers was conducted to analyze the orientations from which teachers approach the subject. Second, a content analysis of the MCAS-US test was conducted to identify the skills and constructs assessed on the test. Both the survey and the content analysis were carried out through the theoretical lens of democratic pragmatism, and both employed the same framework for understanding the varied ways that history and social studies is taught. Findings point to a very clear misalignment between orientations of history and social studies teachers and the skills and constructs measured by the MCAS-US test. This conjures up an image of a three-legged race where the two participants appear to work against one another. The dissertation concludes with a discussion of the implications of the study, including ways that test developers and history and social studies teachers can make progress toward the shared goal of improving civic knowledge and participation. / Thesis (PhD) — Boston College, 2010. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Thesis advisor: Andy Hargreaves / Interest in educational change has continued to grow over the past three decades (Fullan, 1982; Tyack & Cuban, 1995). One focus has been the challenge of implementing sustainable reforms, particularly in secondary schools, which have traditionally been resistant to change (Goodson, 1983; Hargreaves, 2003; Louis & Miles, 1990; McLaughlin & Talbert, 2001). Another has been the role of teachers in implementing, sustaining and also resisting change (Fullan, 1993; Hargreaves, 1994; Kennedy, 2005; Little, 1996). In spite of challenges--and arguably lack of success--wave after wave of reform has attempted to introduce lasting change in schools (Sarason, 1990). No Child Left Behind (NCLB) (U.S. Department of Education, 2002) represents the latest wave of reform. This wave requires a relentless focus on achievement and improvement. The impact of NCLB is felt at the state level, where high-stakes, standardized tests are given annually as a means to measure progress (U.S. Department of Education, 2002). In Massachusetts, the test is the Massachusetts Comprehensive Assessment System (MCAS). While the effects of mandated change are undoubtedly felt at all levels, it is teachers in mid-career for whom the stakes might be highest. Will reform work successfully stimulate and support them, or will it feel like an additional and unwanted burden on the their already full schedules? My dissertation thus explores the following question: * What are the effects of contemporary high-stakes mandated reform on the change commitments and capacities of middle career teachers? Related to this broad question, I explore the in-school conditions and generational factors that influence these change commitments and capacities. The surprising findings revealed that most teachers, representing both high and low performing schools in urban and suburban districts, felt that the MCAS in particular and the standards movement in general offer a neutral to positive opportunity for teachers to assess their students and to hone their curricular and teaching strategies. This statement holds true for the quantitative data as well; teachers generally appear to feel more control and influence over their work than in the recent past. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Thesis advisor: David A. Karp / A qualitative study based on forty four in-depth interviews with undergraduates experiencing severe difficulties with academic writing, this dissertation examines how structural factors--social class and race in particular--contribute to academic "writer's block." Writing block is more than the "personal trouble" it is typically conceived of being, it is also a "public issue" with definitive structural contributors. All of my subjects perceived writing as a high stakes performance, and their writing blocks can be understood as instances of "choking" in the face of these high stakes. For many working class students, writing block is an expression of dominant cultural capital disadvantage; while for many upper middle class students, writing block represents the psychological costs of privilege. For students with unusual class-race identifications, writing block embodies their liminal social status. In the current economic climate of uncertainty, class status for students across the socioeconomic spectrum has become relatively unstable given individuals' increased risk of downward mobility. As such, academic writing blocks may be construed as angst experienced at the intersection of psychology and structure. This study contributes to and extends the literature on social reproduction in higher education as well as the literature on the price of privilege. / Thesis (PhD) — Boston College, 2013. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Sociology.

This dissertation presents multiple facets of the assessment system reform of the School Leaving Certificate (SLC) exam in Nepal through grounded theory methodology. The main purpose of this study is to develop a substantive grounded theory of the reform that explicates a complete process of the assessment reform, i.e., how this reform was conceptualized, what was done as a foundational preparation, how it was implemented, and what were the preliminary responses to the reform implementation. In order to theorize the reform process, this study applied a constructivist grounded theory approach, specifically based on the work of Charmaz (1996, 2005, 2006, 2012), as the research methodology. The data were collected by conducting 10 focus group discussions and 24 one-on-one semi-structured interviews. The participants represented almost all the categories of stakeholders (e.g., policymakers, employers, teachers, students) as well as experts and educators. The emergent conceptual categories and sub-categories from the interviews and focus group discussions were categorized under three constructs: (1) Conceptualization of the reform, (2) implementation of the reform and (3) reform effects. The first construct covers those theme categories and sub-categories that state the origin and type of the reform, reform aims, and framework as well as preparation for the reform. Similarly, the second construct includes those theme categories and sub-categories that inform the mechanism underpinning reform related information dissemination, the strategic plan used to implement the reform and factors that could influence the reform process. Finally, the third construct comprises those categories that discuss reform associated quandaries and condemnation, factors contributing to magnifying the quandaries, resultant opportunities from the reform, reform impact, step forward, and other relevant categories. The findings have been explicated under three phases- the pre-implementation phase, the implementation phase and the post-implementation phase as the integrated grounded theory. The theoretical components presented under the pre-implementation phase include exhaustive analysis of need and feasibility; input from experts, educators and key stakeholders; clarity on reform aims and objectives; cooperative triangular relationships; comprehensive documentation; explicit roadmap and exhaustive planning; infrastructure and resource management, and capacity building. Similarly, three major theoretical components- teacher advocacy, stakeholder ownership, and timely and authentic information have been described under the implementation phase. Finally, eight major theoretical components, such as identification and analysis of resulting issues, immediate actions for the urgent/sensitive issues, special programs for the low-grade holders, bridge between academic and vocational programs, need for impact analysis, effective communication channel, need for institutional memory, need for an unconventional assessment system, and need for a resourceful unit of assessment and testing have been presented under the post-implementation phase. The combination of the theoretical components described under the three phases mentioned above is the integrated substantive grounded theory of the assessment system reform in Nepal. This study contributes by adding value for those involved in assessment reform as well as the academicians and researchers because it puts forward recommendations for foundational preparation and homework in the conceptual phase of assessment reform; action steps to minimize the possible resistance to reform; strategies to implement the reform successfully; and initiatives to institutionalize the reform or address the resulting issues and concerns.

Since the development and implementation of the No Child Left Behind Act (NCLB) of 2002, educators have received pressure from local, state, and federal policyholders for students to achieve academically and for schools to make adequate yearly progress to avoid state and federal sanctions. The purpose of this study was to examine educators' perceptions of the effects of high-stakes testing and the accountability policies in high poverty and low poverty schools. The theoretical frameworks were conservation of resources theory, jobs demands-resources model, and job autonomy and control theory. Research questions focused on understanding educators' perception of high-stakes testing regarding curricula, instructional practices, available instructional support, and job satisfaction. A cross-sectional, quasi-experimental design was used to obtain both quantitative and qualitative with a sample of 200 teachers and 6 principals, respectively. To investigate the differences in responses between teachers, a two-way factorial analysis of variance was used. Quantitative findings indicated that teachers in lower poverty schools had a lower perception when it came to the curricula, instructional method, and instructional support. Teachers in lower poverty schools expressed higher job satisfaction. Qualitative findings showed that principals felt that the Georgia Professional Standards teaches how to pass the test and does not give students the opportunity to apply what is learned. These findings illuminate the role of poverty in high-stakes testing and accountability policies; they also assist policymakers and stakeholders in identifying supports needed to ensure that all children succeed.

Once viewed as a way to establish educational placement, high-stakes testing is used to establish benchmarks for success within school systems. Within a local Utah school district, raising these benchmarks has been deliberated due to a steady decline in Grade 8 language arts scores, which has heightened concerns among local school administrators and teachers. The purpose of this phenomenological study was to examine the perceptions of teachers on how to improve declining Grade 8 language arts test scores. Based on the theoretical concepts of constructivism, 3 research questions were created to examine the underlying factors of the steady decline in Grade 8 language arts test scores, teachers' perceptions of decline in Grade 8 test scores, and current instructional practices used by teachers to prepare students for high-stakes testing. Through semi-structured interviews, data were collected from a sample of 7 language arts teachers who held an academic degree in language arts area and were a faculty member at the selected school. Comparative analysis and the open coding process were used to find themes in the data. Specific themes included the need for change, different influences, and varying instructional practices to increase test scores each academic year. An individualized instructional curriculum might help increase test scores. A 3-day, in service workshop focused on helping teachers recognize current issues with test preparation and offered methods to help improve student learning through multiple intelligence-based instruction. This study contributes to social change within local Grade 8 language arts classrooms by providing information to educators on how to increase high-stakes test scores on an annual basis and increase overall student achievement.