Perceptions of Teachers in Their First Year of School Restructuring: Failure to Make Adequate Yearly Progress

Autor/in	Moser, Sharon
Titel	Perceptions of Teachers in Their First Year of School Restructuring: Failure to Make Adequate Yearly Progress
Quelle	(2010), (269 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of South Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1242-3824-1
Schlagwörter	Hochschulschrift; Dissertation; Grounded Theory; School Restructuring; Teacher Effectiveness; Federal Legislation; Educational Improvement; Federal Programs; Ethnography; Discourse Analysis; Interviews; Educational Indicators; Academic Failure; Low Achievement; Teacher Surveys; Elementary School Teachers; Teacher Attitudes; Professional Autonomy; Familiarity; Improvement Programs; Accountability; Program Implementation; Florida + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulreformplan; Schulumwandlung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bundesrecht; Teaching improvement; Unterrichtsentwicklung; Ethnografie; Diskursanalyse; Interviewing; Interviewtechnik; Educational indicato; Bildungsindikator; Unterdurchschnittliche Leistung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Berufsfreiheit; Effizienzsteigerung; Verantwortung
Abstract	The 2007-2008 school year marked the first year Florida's Title I schools that did not made Adequate Yearly Progress (AYP) for five consecutive years entered into restructuring as mandated by the "No Child Left Behind Act" of 2001. My study examines the perceptions of teacher entering into their first year of school restructuring due to failure to achieve AYP. Four research questions guided my inquiry: What are the perceptions of teachers regarding their school's failure to make Adequate Yearly Progress? What are the understandings of teachers regarding the restructuring process?, What are the perceptions of teachers regarding the restructuring process?, and In what ways have their perceptions of the restructuring process changed their reading instruction? The purpose of this study is to gain insight into teachers' perceptions of AYP and its restructuring consequences. I applied grounded theory, ethnography as a research tool, and critical discourse analysis as a research tool to this organizational case study. Twelve teachers from Star Elementary School, a rural Title I elementary school in Central Florida, served as participants. I collected data using field notes, semi-structured interviews, and surveys. My analysis of the data revealed while teachers placed blame on students, parents, and policy makers, they also looked inwardly to their own shortfalls and contributions to AYP failure. Teachers understood the specific consequences related to AYP failure and demonstrated an understanding of data analysis of their student state test scores. Teachers did not demonstrate an understanding that NCLB (2001) allows for teachers to be part of the decision-making process regarding curriculum and instruction at their school. Teachers also reported decreased authority and autonomy due to Star's failure to make AYP. My research supports the Restructuring Inverse Impact Theory: consequences of NCLB's (2001) reform mandates intended to enhance student achievement may negatively impact that achievement due to the undermining of teacher efficacy. [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	2017/4/10