A comparative study of novice and veteran teachers in response to high-stakes testing preparation
Dublin Core
Title
A comparative study of novice and veteran teachers in response to high-stakes testing preparation
Description
MS Ed: Teaching Literacy
Abstract
The No Child Left Behind Act (NCLB) of 2001 mandated both assessment and accountability across all the states, the District of Columbia, and Puerto Rico. NCLB's highstakes accountability system rewards or punishes school districts, schools, and teachers for the academic performance of their students (Dworkin, 2005). Rewards include school funding and job security while punishments can be as severe as the closing of an entire school. The highstakes tests, which begin in third grade, require plenty of preparation from both teachers and students.
The purpose of this study was to explore the different literacy test preparation approaches both novice and veteran 3rd, 4th and 5th grade teachers of one school used in their classrooms and to examine whether and how they shared these approaches. The study also analyzed teachers' perceptions ofthe strengths and weaknesses of these practices and how they were able to bridge the generational gap between novice and veteran teachers in order to professionally collaborate with one another and create a positive school culture. Results indicate that although professional collaboration was evident, novice and veteran teachers possessed different perceptions on test preparation and utilized different practices in their classrooms. These practices were directly related to both their perceptions of accountability and years of experience within the field.
The purpose of this study was to explore the different literacy test preparation approaches both novice and veteran 3rd, 4th and 5th grade teachers of one school used in their classrooms and to examine whether and how they shared these approaches. The study also analyzed teachers' perceptions ofthe strengths and weaknesses of these practices and how they were able to bridge the generational gap between novice and veteran teachers in order to professionally collaborate with one another and create a positive school culture. Results indicate that although professional collaboration was evident, novice and veteran teachers possessed different perceptions on test preparation and utilized different practices in their classrooms. These practices were directly related to both their perceptions of accountability and years of experience within the field.
Creator
D' Alessio, Amanda
Date Accepted
2013
Contributor
DeMoss, Karen
Preskill, Stephen
Frumkin, Rhoda
Rights
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
Wagner College Electronic Thesis Collection
Format
application/pdf
Extent
54 pages
Language
eng
Type
Text
Identifier
Ed_2013_DAlessio_Comparative
Collection
Citation
D' Alessio, Amanda, “A comparative study of novice and veteran teachers in response to high-stakes testing preparation,” Wagner College Archives and Special Collections, accessed April 19, 2024, https://wagnercollections.omeka.net/items/show/15569.