dc.contributor.author	Burns, Tonya Davis
dc.date.accessioned	2017-07-01T18:11:48Z
dc.date.available	2017-07-01T18:11:48Z
dc.date.issued	2017-05
dc.identifier.citation	Burns, Tonya Davis. "Special Educators' Views on High-stakes Standardized Testing," Ph.D. Diss., (Valdosta State University, 2017).
dc.identifier.other	F50A4E9A-00EC-188E-4A8F-CDA7928EE999	UUID
dc.identifier.uri	http://hdl.handle.net/10428/2870
dc.description.abstract	Results revealed homogeneous responses to items on the survey by race or ethnicity, gender, and school configuration. However, an independent means t test was statistically significant indicating special education inclusion teachers' total scores were significantly higher (i.e., they agreed more positively) than self-contained teachers' total scores on the survey. Teachers agreed high-stakes testing requires teachers to teach to the test due to Georgia's purposely developed curriculum that aligns with required high-stakes tests. Some teachers felt high-stakes testing prevents them from using their full range of teaching skills, while others felt high-stakes testing does not prevent them from using their full range of teaching skills. However, all teachers admitted to using students' high- stakes test results to creatively design differentiated lessons meet students' needs on their specific academic ability levels. Teachers expressed spending at least 45%of their time using whole group instruction. In addition, teachers used the remaining strategies differentiated instruction (DI), hands on learning, computers, cooperative groups, and basic skills instruction approximately 10% of the time. Teachers also acknowledged test preparation activities were used the entire school year. However, the month prior to high-stakes testing teachers utilized daily test preparation activities to focus on student weaknesses for increased student test results. Diminished work satisfaction and lowered teacher morale was noted by teachers when the focus is on high-stakes testing outcomes. Punitive measures associated with high- stakes testing were also a cause of stress for teachers. Interviewed teachers were personally unaware of punitive measures associated with high-stake testing and special education teachers. Teachers noted an increased accountability for student academic performance and in teachers' awareness of issues in education as a result of high-stakes testing.	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 \| Statement of the Problem 5 \| Purpose of the Study 6 \| Research Questions 7 \| Significance of the Study 8 \| Conceptual Framework 8 \| Research Methodology 9 \| Definition of Terms 10 \| Organization of the Study 13 \| Chapter II: REVIEW OF THE LITERATURE 15 \| History of High-stakes Testing 16 \| Georgia Accountability Requirements 19 \| Effect of High-stakes Testing on the Curriculum 20 \| Effect of High-stakes Testing on Teaching 35 \| Effect of High-stakes Testing on Instructional Strategies 46 \| Effect of High-stakes Testing on Work Satisfaction 62 \| Effect of High-stakes Testing on Stress 73 \| Effect of High-stakes Testing on Accountability 84 \| Summary 95 \| Chapter III:METHODOLOGY 100 \| Research Design 100 \| Population 101 \| Instrumentation 102 \| Data Collection 104 \| Data Analysis 105 \| Statistical Assumptions 107 \| Summary 107 \| Chapter IV:RESULTS 109 \| Results by Question 111 \| Qualitative Responses by Question 130 \| Summary 153 \| Chapter V: SUMMARY AND DISCUSSION 156 \| Literature on High-stakes Testing 156 \| Methodology 158 \| Quantitative Findings 159 \| Views on Curriculum 159 \| Views on Teaching 160 \| Views on Instructional Strategies 161 \| Views on Work Satisfaction 161 \| Views on Stress 162 \| Views on Accountability 162 \| Views on High-stakes Testing by Selected Demographic Characteristics 163 \| Qualitative Findings 163 \| Discussion 168 \| Limitations 172 \| Suggestions for Future Studies 173 \| Conclusion 174 \| REFERENCES 179 \| Appendix A:Institutional Review Board Exemption 195 \| Appendix B:Letter to Participants 197 \| Appendix C:Survey 199 \| Appendix D:Qualitative Interview Questions 204 \|	en_US
dc.language.iso	en_US	en_US
dc.subject	Special education--United States	en_US
dc.subject	Educational tests and measurements	en_US
dc.title	Special Educators' Views on High-stakes Standardized Testing	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department Of Curriculum, Leadership, And Technology Of The Dewar College Of Education And Human Services	en_US
dc.description.advisor	Brockmeier, Lantry L.
dc.description.committee	Green, Robert B.
dc.description.committee	Tsemunhu, Rudo
dc.description.committee	Rieger, Alicja
dc.description.degree	Ed.D.	en_US
dc.description.major	Education In Leadership	en_US