A Case Study to Explore Rigorous Teaching and Testing Practices to Narrow the Achievement Gap

Autor/in	Isler, Tesha
Titel	A Case Study to Explore Rigorous Teaching and Testing Practices to Narrow the Achievement Gap
Quelle	(2012), (125 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-3165-3
Schlagwörter	Hochschulschrift; Dissertation; Difficulty Level; Teaching Methods; Educational Testing; Achievement Gap; Qualitative Research; Case Studies; Elementary School Teachers; Grade 5; Teacher Effectiveness; Educational Practices; Individualized Instruction; Cooperative Learning; Learner Engagement; Critical Thinking; Thinking Skills; Test Coaching; Faculty Development; Observation; Semi Structured Interviews; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schwierigkeitsgrad; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 05; 5. Schuljahr; Schuljahr 05; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungspraxis; Individualisierender Unterricht; Kooperatives Lernen; Kritisches Denken; Denkfähigkeit; Testverfahren; Beobachtung
Abstract	The problem examined in this study: Does the majority of teachers use rigorous teaching and testing practices? The purpose of this qualitative exploratory case study was to explore the classroom techniques of six effective teachers who use rigorous teaching and testing practices. The hypothesis for this study is that the examination of the educators' rigorous teaching and testing practices in the district will contribute to more students achieving a higher success rate on the North Carolina end-of-grade tests. Of the 68 regular education fifth-grade teachers in the district, only six regular education teachers were considered above average on the EVAAS effectiveness report. The methodology utilized for this study included these six educators responding to semistructured interview questions, participating in a 2-hour observation and responding to a follow-up conference call. This research is important to educational leaders who want to improve the achievement level of all students. As a result of this study, the key recommendations to educational leaders include (a) provide information on teaching practices such as differentiation, cooperative learning, engagement, challenge and higher order thinking skills; (b) provide information on testing practices such as variety of tests, performance, and formative assessments as strategies to narrow the achievement gap; and (c) incorporate a variety of professional development based on rigorous teaching and testing practices. Teachers will feel empowered if they are taught the strategies necessary to improve academic achievement. High expectations for achievement need to be the framework for any professional development. [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