This study's purpose was to provide data on major
inhibitory factors experienced by a third of Oregon high
school English teachers in areas of: attitudes, behaviors,
and physical and emotional effects of theme assessment.
Methods employed two analyses: (1) statistical testing
of the independent variable of teaching experience (1 to 2,
3 to 5, 6 to 10, and 11+ years) applied to twelve null
hypotheses by the Chi-Square test for significance; and
(2) descriptive analysis of frequencies.
Hypotheses were stated to measure no significant
differences between years of experience and twelve
assumptions about: 1)number of themes assessed per month,
2)hours spent per month on theme assessment, 3)assessment
turnaround time, 4)amount of commentary given, 5)perceptions
that most students do not seem to apply assessment
suggestions to subsequent themes, 6)fatigue affecting
judgment in assessment, 7)perceptions that assessment may
adversely affect eyesight, 8)feelings of despair over
students making the same errors previously pointed out,
9)perceptions that burnout is related to assessment,
1O)perceptions that a journalism copy editing course would be
unlikely to lessen assessment time, ll)the belief that
composition should be taught as a separate course,
12)perceptions that a teachers' short course on assessment
would have practical application to an increased theme load.
Measured by Chi-Square, the first hypotheses was
rejected; the other eleven were retained.
Descriptive analyses supported null hypotheses results
and yielded conclusions about: l)assessment loads and
teachers behaviors, 2)in-service training and assistance, and
3)attitudes about a national standardized theme structure,
theme writing per se, and work loads of other disciplines.
Recommendations include smaller and fewer classes, a
separate composition course, and further assessment training,
Suggestions for further research include investigating
the lack of militancy in high school English teachers,
feasibility of shifting assessment training to Education
Departments, applicability of copy editing training, studying
teachers' physical and emotion-related ailments. / Graduation date: 1990
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/36792 |
| Date | 04 January 1990 |
| Creators | Ellis, Barbara Gail |
| Contributors | Ling, Marcelene |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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