Instructional Practices: A Qualitative Study on the Response to Common Core Standardized Testing

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Hightower, Gabrielle
Titel	Instructional Practices: A Qualitative Study on the Response to Common Core Standardized Testing
Quelle	(2017), (124 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3555-5526-4
Schlagwörter	Hochschulschrift; Dissertation; Qualitative Research; Common Core State Standards; Educational Change; Teaching Methods; Standardized Tests; Elementary School Teachers; Telecommunications; Lesson Plans; Constructivism (Learning); Sampling; Educational Practices; Computer Software; Teacher Attitudes; Structured Interviews; Instructional Materials; Correlation; Educational Policy; Futures (of Society); Tennessee + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Qualitative Forschung; Common core curriculum; Curriculum; Kerncurriculum; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Standadised tests; Standardisierter Test; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Telekommunikationstechnik; Lesson planning; Unterrichtsplanung; Bildungspraxis; Lehrerverhalten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Korrelation; Politics of education; Bildungspolitik; Future; Society; Zukunft
Abstract	The purpose of this qualitative study was to examine the instructional practices implemented by Tennessee elementary teachers in response to Common Core Standardized Testing. This research study utilized a basic qualitative method that included a purposive and convenient sampling. This qualitative study focused on face-to-face interviews, phone conferences, the collection of lesson plans, and member checking for data collection. The theoretical framework used for this research study focused on constructivism. The interviews lasted 45-60 minutes, based on six structured questions that were originally designed before the study began, and that focused on instructional practices, standardized testing, and Common Core. Additional questions were asked based on the responses of the participants. The research questions include the following: (a) What instructional practices do elementary teachers use in response to Common Core Reform? (b) How have previous instructional practices changed to meet current educational reform? (c) How has testing changed to align with Common Core Reform? The sampling size included 10 participants. The interviews were transcribed using a transcription service. Participants were then given a copy of their interview and allowed to include additional notes if they chose to. The transcription was entered into a data analysis program, NVivo. NVivo was used to determine themes and patterns during the textual analysis. This textual analysis determined the instructional practices used by Tennessee elementary teachers in response to Common Core Standardized Testing. The themes derived from the textual analysis included "testing, educational reform, and instructional practices." Participants conveyed the importance of teacher support and development in regards to new curriculum, as well as access to necessary teaching materials. Recommendations for further research based on the findings of this study include further review and exploration of the types of instructional strategies utilized by teachers in Tennessee in response to Common Core Reform and Standardized testing, additional investigation on the new Tennessee State Standards once implemented, as well as the form of standardized testing utilized in the state that correlates with those standards, additional research utilizing a more diverse teacher population, and widening the participant sample pools. The implications of this study could help to illuminate instructional practices utilized by teachers in response to educational reform to help aid policymakers in creating different protocols for educational reform changes in the future. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01