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Teachers' Perceptions of the Effects of the AIMS Test on Arizona High School Math and English Curriculum and Instruction

This is a doctoral dissertation centered on a qualitative research case study on teachers' perceptions of the effects of a particular high-stakes test--the Arizona Instrument to Measure Standards (AIMS) on high school English and math curriculum and instruction. Specifically, this case study involved three focus group interviews at three Arizona high schools. Participants were experienced English and math teachers at each school site. To broaden the perspective gained from the focus group interviews, the study included classroom observations and document analysis. Two of the high schools chosen are located on the Navajo Reservation and were specifically chosen to include an important population of students in a discussion in which they are largely forgotten even though they face unique challenges. A review of the literature on high-stakes testing effects reveals almost no extant literature on the effects of the AIMS test. This study will contribute to the national dialogue on testing effects as well as make an important foundational research contribution to the Arizona state dialogue on AIMS effects.

Identiferoai:union.ndltd.org:UTAHS/oai:digitalcommons.usu.edu:etd-1474
Date01 December 2009
CreatorsHeywood, Joseph Leland
PublisherDigitalCommons@USU
Source SetsUtah State University
Detected LanguageEnglish
Typetext
Formatapplication/pdf
SourceAll Graduate Theses and Dissertations
RightsCopyright for this work is held by the author. Transmission or reproduction of materials protected by copyright beyond that allowed by fair use requires the written permission of the copyright owners. Works not in the public domain cannot be commercially exploited without permission of the copyright owner. Responsibility for any use rests exclusively with the user. For more information contact Andrew Wesolek (andrew.wesolek@usu.edu).

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