The beliefs of principals and assistant principals regarding high-stakes testing
Başlık çevirisi mevcut değil.
- Tez No: 400103
- Danışmanlar: DR. STEVEN BUSCH
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2010
- Dil: İngilizce
- Üniversite: Unıversıty Of Houston
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
Özet yok.
Özet (Çeviri)
This study examined the beliefs of principals and assistant principals regarding theinfluence of high stakes testing on their roles as administrators and the influences on parents,teachers, and students. The implementation of the No Child Left Behind Act of 2001, requiresstates to administer statewide tests to measure student performance and to rank schoolsaccording to achievement. Low performing schools are subject to certain sanctions which createpressure on students, parents, and teachers and principals. Principals as instructional leaders oftheir schools (Lashway, 2000) have increased pressure on them to ensure positive studentachievement on the tests (Findley &Findley, 1992; Day, 2007; Leithwood, 2005).This study used archival data which had been collected from two larger studies entitled,?A Survey to Examine the Work, Attitudes and Perceptions of Public School Principals(MacNeil 2004) and ?A Survey to Examine the Work, Attitudes and Perceptions of PublicSchool Assistant-Principals? (MacNeil, 2006). Participants in this study consisted of 310principals and 371 assistant principals in a large metropolitan area of the Gulf Coast Area ofTexas. A cognitive interview technique was used in collecting the data for the survey. The studyexamines the beliefs of principals and assistant principals regarding the influence of high-stakestesting on their roles as administrators and its influences on parents, students, and teachers.The results indicated that statistically significant differences exists between principals?and assistant principals? beliefs. Assistant principals tended to have more negative beliefsregarding the influence of high stakes testing regarding their roles as administrators and themanner in which it influences parents, teachers, and students. Principals had negative beliefsregarding the influence of high stakes testing but were less negative than were the assistantprincipals. There were significant differences with gender and schools? socio economic status(SES) with assistant principals?. Assistant principals having low SES student ratio tended to havemore positive beliefs regarding the influence of high-stakes testing; female assistant principalstended to have less negative beliefs than the male assistant principals. Principals and assistantprincipals with low minority student ratios had less negative beliefs regarding the influence ofhigh-stakes testing.
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