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THE EFFECTS OF END-OF-COURSE EXAMINATIONS ON TEACHERS’ LIVED EXPERIENCES

This phenomenological study explored the role of end-of-course examinations on teachers’ decision-making on curriculum and instruction through a comparative analysis of teachers who taught courses with end-of-course examinations and teachers who taught courses with locally created assessments (LCA). This study examined the experiences of nine teachers in a small school district located on the east-central coast of Florida.
The study’s theoretical framework drew on Bourdieu’s (1972/1977) tools of habitus, capital, practice, and fields to explain the role of education in the reproduction of social system. The study examined how standardized testing shaped teachers’ use of habitus and capital to determine their practice in their curriculum, instruction, relationships in different educational fields, morale, and perspectives on teacher evaluation. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

Identiferoai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_44425
ContributorsInfanzón, Jatiel (author), Schoorman, Dilys (Thesis advisor), Florida Atlantic University (Degree grantor), Department of Curriculum, Culture, and Educational Inquiry, College of Education
PublisherFlorida Atlantic University
Source SetsFlorida Atlantic University
LanguageEnglish
Detected LanguageEnglish
TypeElectronic Thesis or Dissertation, Text
Format211 p., online resource
RightsCopyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder., http://rightsstatements.org/vocab/InC/1.0/

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