A Study of Teachers’ Perceptions of the Effects of the Georgia Performance Standards on Their Power in Instruction in a High School in East Georgia PDF Download
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Author: Oscar M. Ceron Publisher: ISBN: Category : Languages : en Pages : 119
Book Description
Author's abstract: Academic standards have come to occupy center stage in public schools to guide teachers in their instruction, and they have become the means by which teachers assess students’ performance. With more emphasis placed on student performance and higher test scores, states have come to rely dramatically on them to raise educational standards. Their introduction also has prompted outside entities such as the federal and state governments and corporations to become involved in public education. While not direct, their involvement has also influenced how academic standards are developed and implemented in public schools. In this sense, governments and corporations have introduced economic models in public schools, changing the process of how schools function, what teachers teach, and how students’ performance is measured. In the state of Georgia, the introduction of state academic standards came as a result of compliance with federal guidelines. The implementation of academic standards like the Georgia Performance Standards (GPS) brought changes in education such as students having to know specific material to pass standardized tests, and teachers being compelled to teach verbatim what the standards said to teach. The end result was that the rigidity and strict alignment to the GPS affected teachers’ perception of power in their instruction in negative ways. The purpose of this study was to investigate how teachers’ power in their instructional practices was affected by the GPS. The methodology used in this study was a qualitative design and was guided by a series of interviews of teachers at a high school in East Georgia. The data collected was audio-recorded and examined by using two methods of analysis: inductive analysis to allow emerging themes to develop from individual interviews and cross-case analysis to identify emerging themes and patterns from multiple sets of data. The analysis of the data involved coding and organizing it into common patterns and themes to make a holistic report.
Author: Oscar M. Ceron Publisher: ISBN: Category : Languages : en Pages : 119
Book Description
Author's abstract: Academic standards have come to occupy center stage in public schools to guide teachers in their instruction, and they have become the means by which teachers assess students’ performance. With more emphasis placed on student performance and higher test scores, states have come to rely dramatically on them to raise educational standards. Their introduction also has prompted outside entities such as the federal and state governments and corporations to become involved in public education. While not direct, their involvement has also influenced how academic standards are developed and implemented in public schools. In this sense, governments and corporations have introduced economic models in public schools, changing the process of how schools function, what teachers teach, and how students’ performance is measured. In the state of Georgia, the introduction of state academic standards came as a result of compliance with federal guidelines. The implementation of academic standards like the Georgia Performance Standards (GPS) brought changes in education such as students having to know specific material to pass standardized tests, and teachers being compelled to teach verbatim what the standards said to teach. The end result was that the rigidity and strict alignment to the GPS affected teachers’ perception of power in their instruction in negative ways. The purpose of this study was to investigate how teachers’ power in their instructional practices was affected by the GPS. The methodology used in this study was a qualitative design and was guided by a series of interviews of teachers at a high school in East Georgia. The data collected was audio-recorded and examined by using two methods of analysis: inductive analysis to allow emerging themes to develop from individual interviews and cross-case analysis to identify emerging themes and patterns from multiple sets of data. The analysis of the data involved coding and organizing it into common patterns and themes to make a holistic report.
Author: Tabatha Ann Haney Rossi-Espagnet Publisher: ISBN: Category : Education Languages : en Pages : 212
Book Description
"This study examined the effects of change on a school during the transition from the Georgia Performance Standards to the Common Core Georgia Performance Standards. The focus was on the mathematics standards and how the participants changed their math classrooms. It also looked at how teacher perceptions affected the changes in the classroom"--Leaf iii.
Author: Georgina O. Lindskoog Publisher: ISBN: Category : Languages : en Pages :
Book Description
High-stakes testing and accountability (HSTA) is a topic largely debated because of the effects it can have on student learning. Teachers' perceptions help determine teaching practices, ultimately teaching practices impact student learning, and unintended consequences of HSTA have been found to result in teaching practices that do not maximize meaningful student learning. The purpose of this study was to examine elementary science teachers' perceptions of HSTA prior to an intervention and if participation in the intervention changed their perceptions. In addition, teacher professional variables (i.e., years of teaching and number of science courses taken) and school contextual factors (i.e., percent of Black students, percent of low SES students, and percent of limited English proficient students) were examined as predictors of initial perceptions of HSTA and change in perceptions over time. The study involved 220 teachers in a large, urban district who taught high numbers of English language learners. Teachers completed questionnaire and background forms. Data were analyzed using longitudinal multilevel modeling and interpreted using social cognitive theory to more completely understand the complexities of human functioning and explain its causality. Results showed negative perceptions of HSTA and no impact by the intervention on treatment teachers' perceptions of HSTA compared to control teachers during the three-year intervention. Themes in the literature that teachers perceive standards positively, HSTA negatively, and the impact of HSTA on teaching practices negatively were supported by results in this study. Teachers' perceptions of HSTA at baseline were overall consistent across teacher professional variables and school contextual factors tested. At baseline, teachers' perception that standards provided good guidelines was predicted by years of teaching.
Author: Jimika Cosby Miller Publisher: ISBN: Category : Educational accountability Languages : en Pages : 116
Book Description
This study used a forty-seven item survey to explore the perceptions of twenty-one elementary school teachers on the effects of high-stakes testing and accountability of their students, teaching state-standards that correlate with what is assessed on state-mandated tests, high-stakes testing and its effect on teacher and student motivation and morale, and receiving rewards for high achievement and raising state-mandated test scores annually.
Author: Aimée Claire Taylor Publisher: ISBN: Category : Grading and marking (Students) Languages : en Pages : 140
Book Description
Author's abstract: The following case study examined the existence of grade inflation at one high school in southeastern Georgia, South High School. This mixed methodology research study examined grade inflation from two major perspectives, student data and teacher data; thus, creating a quantitative and qualitative research study. Triangulation in data collection was used to gather information about 160 seniors and 76 classroom teachers, which offered greater insight into evidence and perceptions of grade inflation. The standardized test scores of students and their GPAs were correlated to determine the extent of the relationship between GPAs and SAT scores and between GPAs and End of Course Test scores. Correlation analysis was also utilized to determine if such relationships depended on race or gender. In addition, a survey examined teacher responses to statements about grading standards, standardized test scores, and grade inflation. The researcher also conducted individual interviews with teachers to ascertain their perceptions of grade inflation and the possible causes of its existence. The conclusion of the quantitative portion of this research study (student data) suggests that grade inflation does not exist at this one particular school, as strong positive relationships were found between standardized test scores and grade point averages. As test scores increased, so did GPAs; however, the qualitative portion of this study (teacher data) suggests that grade inflation exists on a daily basis at this school. Through both the teacher survey and through the interviews, teachers expressed that they perceived grade inflation existed due to a number of reasons. The contradiction of the results reveals the difficulty in definitively proving that grade inflation exists, as the definition of grade inflation and the assessment tools used to gauge it may be problematic. Yet, the information gained through this study, especially teacher perceptions, revealed valuable information about grading policies in one southeastern Georgia high school.
Author: Retha Peterson Purcell Publisher: ISBN: Category : Academic achievement Languages : en Pages : 178
Book Description
The purpose of this study was to investigate the relationship between teachers' perceptions of reform and student achievement. The purpose of this study was also to determine whether teachers' perceptions changed after implementation of reform programs. The design of the study was quantitative. A Likert scale survey was used to collect the data. The responses of the participants were analyzed using a paired t-test and a Pearson Correlation analysis. Student achievement data was also used to determine achievement gains. The end of year test data was analyzed by using a paired t-test. Findings revealed three areas of significance. There were no significant relationships between teacher attitudes and reform. There were significant differences in teacher practices after the reform. There were no significant gains in student achievement after the reform. Teachers consistently used the instructional practices after the reform was implemented at their school with a high rate of success. Recommendations growing from the study included a similar study with the southeastern district to include elementary and middle schools using a larger sample of teachers. It is further recommended that this stiuy be expanded to include qualitative study to observe teachers in the classroom using the instructional practices.
Author: Oscar M. Ceron
Author: Oscar M. Ceron
Author: Tabatha Ann Haney Rossi-Espagnet
Author: 
Author: 
Author: Georgina O. Lindskoog
Author: 
Author: Jimika Cosby Miller
Author: Maria E. Caviani
Author: Aimée Claire Taylor
Author: Retha Peterson Purcell