An Examination of the Influence of High Stakes Testing on High Poverty and Low Performance Campuses: A Principal's Perspective

Autor/in	Warnell, Delores
Titel	An Examination of the Influence of High Stakes Testing on High Poverty and Low Performance Campuses: A Principal's Perspective
Quelle	(2017), (114 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lamar University - Beaumont
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3557-5367-7
Schlagwörter	Hochschulschrift; Dissertation; High Stakes Tests; Influences; Poverty; Principals; Administrator Attitudes; Academic Achievement; Phenomenology; Middle Schools; Low Achievement; School Effectiveness; Focus Groups; Performance Factors; Educational Practices; Change Strategies; Program Effectiveness; Interviews; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Influence; Einfluss; Einflussfaktor; Armut; Principal; Schulleiter; Schulleistung; Phenomenological psychology; Phänomenologie; Psychologie; Middle school; Mittelschule; Mittelstufenschule; Unterdurchschnittliche Leistung; Schuleffizienz; Leistungsindikator; Bildungspraxis; Lösungsstrategie; Interviewing; Interviewtechnik
Abstract	The purpose of this phenomenological study was to examine the influence of high stakes testing on high poverty and low performing middle school campuses in a Texas Education Service Center as perceived by middle school campus principals. Participants of the study consisted of 10 middle school principals who have served on a low performing and high poverty campus for at least three years. The researcher transcribed the information from the focus group interviews, analyzed it and identified emerging themes within the data. The findings from this study suggested that high stakes testing results in unintended consequences for teachers and students. The findings indicated that high stakes testing could negatively affect educational stakeholders in ways that influence academic outcomes for students. Implications of practice include incorporating frequent confidence building activities, utilizing a fluid master schedule, developing a teacher candidate profile, developing a campus instructional and leadership survey, recruiting and acclimating teachers to culture and environment, modifying curriculum in teacher education programs and providing accountability training and follow-up to media and other interested persons. [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