A Qualitative Case Study of Teachers' Perceptions of the Impact of the Online Gradebook in Elementary Education

Autor/in	Reid, Muriel J.
Titel	A Qualitative Case Study of Teachers' Perceptions of the Impact of the Online Gradebook in Elementary Education
Quelle	(2018), (122 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4382-7334-4
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Elementary School Teachers; Elementary Education; Parent Teacher Cooperation; Parent Participation; Academic Achievement; Accountability; Grades (Scholastic); Computer Oriented Programs; Instructional Effectiveness; Mississippi + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementarunterricht; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elternmitwirkung; Schulleistung; Verantwortung; Notenspiegel; Computerprogramm; Unterrichtserfolg
Abstract	School accountability is necessary to measure school and student success. School accountability status, parent-teacher communication, and parent involvement since the online gradebook implementation have been factors in education. The purpose of this qualitative case study was to identify and evaluate patterns among teachers using the online gradebook, communicating with parents through the online gradebook, parent involvement, and their perceptions. Student success is an important factor calculated into school and district accountability status (Hough, 2014). School accountability status assesses how both schools and districts collectively performed after implementing the state's more standards (Soung, 2018). According to Harris Interactive Research (2005), American teachers reviewed and analyzed decades of studies that acknowledges the benefits of parental involvement in education. The more intensely parents are involved, the more students will achieve (Adamski et al., 2013). While interviewing six teachers' perceptions in Mississippi using the free version of QDA, this study attempted to address research questions: RQ1. How do teachers perceive the impact of online gradebook on school accountability status? Sub-question RQ2. How do teachers perceive the use of the online gradebook and parent-teacher communication? Sub-question RQ3. How do teachers perceive the use of the online gradebook and parent involvement? This qualitative case study explored and found that the majority of teachers considered the online gradebook experiences positive, did not replace face-to-face conferences, did not impact school accountability status but did improve parent-teacher communication. This study provides school leaders with a better understanding of the perceived impact of the online gradebook, school accountability status, parent-teacher communication and parent involvement. An understanding of these perceptions will help district leaders and school administrators improve upon existing and future online gradebook development and offerings for improving school accountability status, communication and parent involvement. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01