This descriptive study identified the perceived influences that prompt teachers to initiate changes in curriculum and instruction. The study also examined teachers' perceptions of the Massachusetts Educational Assessment Program (MEAP) in relation to curricular and instructional change. Three major research questions guided the study: (1) What are the perceived influences that prompt teachers to initiate changes in curriculum and instruction? (2) How has the Massachusetts Educational Assessment Program (MEAP) been helpful to teachers in prompting them to initiate changes in curriculum and instruction? (3) How has the Massachusetts Educational Assessment Program (MEAP) fallen short in in prompting teachers to initiate changes in curriculum and instruction. Data are drawn from 52 teachers in 13 schools representing five different Kinds of Communities in Massachusetts; Urbanized, Economically Developed Suburbs, Growth Communities, Residential Suburbs, and Economic Rural Centers. Selection was based on reading scores from the Massachusetts Educational Assessment Program. Collection of data were accomplished through a free response interviews about educational change, written surveys of possible influences which might prompt change, and teacher interviews concerning the benefits and drawbacks of the Massachusetts Educational Assessment Program as a prompt in initiating changes in curriculum and instruction. Findings indicate teachers are most influenced by students' needs and a desire to make learning enjoyable, as well as by workshops, conferences, and courses. Testing was one of the lowest areas of influence for teachers. However, in several schools teachers were prompted by administration to initiate changes in curriculum and instruction because of the Massachusetts Educational Assessment Program. Teachers indicated the Massachusetts Educational Assessment Program helped them to evaluate and update their present curriculum and their instructional style. Many teachers were not influenced by the MEAP because they were not familiar with the test, did not understand the test results, were given no training, materials, or guidance by their own school system or by the State Department of Education.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-7547 |
| Date | 01 January 1996 |
| Creators | Abar, Sylvia H |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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