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You searched for subject:(state mandated assessment). Showing records 1 – 2 of 2 total matches.

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University of Kentucky

1. Wright, Serenity. The Learning Station: A holistic single-case study of an after school program to address the achievement gap.

Degree: 2015, University of Kentucky

The three parts of this dissertation provide multiple perspectives on a single-case study of the ways in which the achievement gap is defined in one Kentucky school district. The case study focuses on the Learning Station, an after-school tutoring program that intended to address the achievement gap for minority and low-income students. Given the intensity of high stakes testing and testing frequency becoming part of the national mainstream conversation, the first part provides a brief overview of the various state and district mandated tests that students are required to take throughout the course of the year. I use quantitative data to explore correlations between attendance in the after-school program and scores on state mandated assessment. The second part uses qualitative data from key adult stakeholders who developed the program to understand how various members of the home and school communities conceived and contextualized the Learning Station. This part discusses the conceptualization of the program using research on the importance of engaging members of the school, family and community spheres as a framework for success. The third part is my reflection as a classroom teacher on the impact of the focus on the achievement gap and how the after school program was meant to provide supports for students in this category. I pose the phrase opportunity gap as a more appropriate term for the challenges minority and low-income students face. I use the works of authors and practitioners such as Kozol, Coates, Delpit, Ladson-Billings, and Hersch, to contextualize the challenges I had in the classroom.

Subjects/Keywords: achievement gap; after school program; partnerships; opportunity gap; state mandated assessment; Bilingual, Multilingual, and Multicultural Education; Disability and Equity in Education

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APA (6th Edition):

Wright, S. (2015). The Learning Station: A holistic single-case study of an after school program to address the achievement gap. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/epe_etds/33

Chicago Manual of Style (16th Edition):

Wright, Serenity. “The Learning Station: A holistic single-case study of an after school program to address the achievement gap.” 2015. Doctoral Dissertation, University of Kentucky. Accessed October 19, 2019. https://uknowledge.uky.edu/epe_etds/33.

MLA Handbook (7th Edition):

Wright, Serenity. “The Learning Station: A holistic single-case study of an after school program to address the achievement gap.” 2015. Web. 19 Oct 2019.

Vancouver:

Wright S. The Learning Station: A holistic single-case study of an after school program to address the achievement gap. [Internet] [Doctoral dissertation]. University of Kentucky; 2015. [cited 2019 Oct 19]. Available from: https://uknowledge.uky.edu/epe_etds/33.

Council of Science Editors:

Wright S. The Learning Station: A holistic single-case study of an after school program to address the achievement gap. [Doctoral Dissertation]. University of Kentucky; 2015. Available from: https://uknowledge.uky.edu/epe_etds/33


Kent State University

2. Greene, Carie Cseak. Third Grade Teachers’ Experiences in Preparing for and Interacting with the Ohio Achievement Assessment: A Hermeneutic Phenomenological Study of the Effects of the 2001 No Child Left Behind Act.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies, 2011, Kent State University

This research explored the experiences of four third grade teachers since the 2003 inception of the Third Grade Ohio Achievement Test (OAT) and the 2009 establishment of the Third Grade Ohio Achievement Assessment (OAA) due to the mandates of the 2001 No Child Left Behind Act (NCLB) in public school settings in Northeastern Ohio. Also, this study sought to understand the third grade teachers’ perceptions of their students’ experiences with the OAT (OAA), and the influence of the OAT (OAA) on their curriculum and pedagogy. Using a hermeneutic phenomenological methodology, data were collected through three hour-long interviews with each of the four participants for a total of 12 hours of interview data and through 24 hours of observations of the teachers instructing and interacting with their students in their classrooms. Artifacts and fieldnotes added to understanding the phenomena. The essential themes discovered were that the home environments of students influence classroom learning and produce a perceived achievement gap between environmentally disadvantaged students and their affluent counterparts. In addition, the four teachers professed that their effective teaching practices and curricula have been altered by test preparation; thus, according to the participants, the test preparation reduced enriching learning experiences for students and created a stifling teaching environment. Additionally, the four teachers and their students experienced adverse emotions prior to and during the OAA testing. The four participants maintain that the OAA is poorly designed and developmentally inappropriate for third grade students. Furthermore, the teachers concluded that their high-stakes testing experiences negatively impacted their professional morale. Advisors/Committee Members: Turner, Steven (Committee Co-Chair), Lash, Martha (Committee Co-Chair).

Subjects/Keywords: Education; Educational Evaluation; Educational Tests and Measurements; Education Policy; Elementary Education; Literacy; Philosophy; Public Policy; Social Research; Teacher Education; Teaching; No Child Left Behind Law (NCLB); state-mandated testing; effects of high-stakes testing; Ohio Achievement Assessment; effects of high-stakes testing on teacher morale; achievement gap

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Greene, C. C. (2011). Third Grade Teachers’ Experiences in Preparing for and Interacting with the Ohio Achievement Assessment: A Hermeneutic Phenomenological Study of the Effects of the 2001 No Child Left Behind Act. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1310138535

Chicago Manual of Style (16th Edition):

Greene, Carie Cseak. “Third Grade Teachers’ Experiences in Preparing for and Interacting with the Ohio Achievement Assessment: A Hermeneutic Phenomenological Study of the Effects of the 2001 No Child Left Behind Act.” 2011. Doctoral Dissertation, Kent State University. Accessed October 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1310138535.

MLA Handbook (7th Edition):

Greene, Carie Cseak. “Third Grade Teachers’ Experiences in Preparing for and Interacting with the Ohio Achievement Assessment: A Hermeneutic Phenomenological Study of the Effects of the 2001 No Child Left Behind Act.” 2011. Web. 19 Oct 2019.

Vancouver:

Greene CC. Third Grade Teachers’ Experiences in Preparing for and Interacting with the Ohio Achievement Assessment: A Hermeneutic Phenomenological Study of the Effects of the 2001 No Child Left Behind Act. [Internet] [Doctoral dissertation]. Kent State University; 2011. [cited 2019 Oct 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1310138535.

Council of Science Editors:

Greene CC. Third Grade Teachers’ Experiences in Preparing for and Interacting with the Ohio Achievement Assessment: A Hermeneutic Phenomenological Study of the Effects of the 2001 No Child Left Behind Act. [Doctoral Dissertation]. Kent State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1310138535

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