A mixed methods design was utilized that was divided into three phases to verify and explore high stakes testings effects on teachers perceptions regarding classroom practices, pressure, and commitment to the educational profession.
Phase I utilized previous surveys and a peer review to create a knowledge base to generate a survey instrument that measured the three areas assumed to be affected by high stakes testing (commitment, pressure, and classroom practice). The survey instrument that was created was piloted.
Throughout Phase II there was a series of three-step analysis: First, the means and standard deviations from the results of the surveys were divided into the four cells and presented. Second, one-way ANOVAs were reported (with poor or high SPS scores as the independent variables) that test each of the three hypotheses. Third, two-way ANOVAs were reported (with poor or high SPS scores and lower or higher socioeconomic status (SES) as independent variables) to assess the effect that these variables jointly have on the dependent variables.
The results of the quantitative portion of this study were that how well students performed on the high stakes testing and the SES of students at the schools had little effect on their teachers perceptions and responses to the testing program. All three hypotheses were not confirmed. The teachers overall scores were all above average indicating that the three areas of study were present in all situations.
During Phase III, two teachers were interviewed from each school for a total of sixteen teachers. All of the teachers interviewed stated that LEAP 21 testing did affect their instructional planning, learning strategies, and curriculum content. Such practices as teaching to the test, neglecting subjects, sequencing, and time allotment were greatly affected.
All of the teachers interviewed stated that LEAP 21 testing forced them to devote some time to test preparation. Teachers provided a range of 1/3 of class time to a 100 %.
There were many factors that were contributing to a lessening of commitment to the educational profession from some educators, especially the younger ones who have a less of a vested interest in the profession.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-04092008-223420 |
| Date | 17 April 2008 |
| Creators | Charles, David Christopher |
| Contributors | Smith, Roy Wade, MacGregor, S. Kim, Cheek, Earl H, Jr., Teddlie, Charles B., Kotrlik, Joe W., Kennedy, Eugene |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-04092008-223420/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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