Administrator Perceptions of the Impact of High-Stakes Testing on Curriculum, Instruction, and Climate

Autor/in	Bourque, Nicole M.
Titel	Administrator Perceptions of the Impact of High-Stakes Testing on Curriculum, Instruction, and Climate
Quelle	(2018), (103 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Saint Joseph's University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4386-2524-2
Schlagwörter	Hochschulschrift; Dissertation; Administrator Attitudes; High Stakes Tests; Common Core State Standards; Public Schools; School Administration; Suburban Schools; Curriculum; Instruction; Educational Environment; Pennsylvania + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Common core curriculum; Curriculum; Kerncurriculum; Public school; Öffentliche Schule; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Curricula; Lehrplan; Rahmenplan; Teaching process; Unterrichtsprozess; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	With the increased demands of high-stakes testing and the additional test security protocols put in place surrounding the administration of assessments such as the PSSA and Keystone Exams, public school administrators are now faced with increased burdens surrounding these assessments on top of their ever-growing responsibilities. In today's world of Common Core State Standards (CCSS) and high-stakes assessments, educators in public schools who are faced with the planning, preparation, and facilitation of these assessments often question if the current methods are the most effective way to measure student growth and school achievement. Furthermore, many educators and school district personnel ponder whether the increased focus on high-stakes testing actually leads to increased student achievement and increased educational outcomes for all stakeholders. This qualitative case study explored the perceptions of school administrators within one suburban Pennsylvania public school district on the impact of high-stakes testing on curriculum, instruction, and climate. [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