Show simple item record

dc.contributor.authorMargheim, Dale E.en_US
dc.date.accessioned2014-03-14T20:19:48Z
dc.date.available2014-03-14T20:19:48Z
dc.date.issued2001-11-08en_US
dc.identifier.otheretd-12052001-211701en_US
dc.identifier.urihttp://hdl.handle.net/10919/29934
dc.description.abstractThe relationships between teacher opinions about Virginia's Standards of Learning testing program and five variables related to teachers' backgrounds and present working conditions were examined in the context of five dependent variables represented as discrete domains. A systematic sample of 464 members of the Virginia Education Association (VEA) was selected to participate in the study. A 52 item survey was mailed to the members of the sample to gather their opinions about the outcomes they believed were occurring as a result of Virginia's Standards of Learning testing program and the state's Regulations Establishing Standards for Accrediting Public Schools in Virginia. Three hundred fifty-two usable questionnaires were returned, for a 76% return rate. Descriptive statistics were used to portray teacher responses in five domains. Three way ANOVAs were computed to determine if any significant main effects or interactions were evident among the independent variables of tenure status, SOL test grade status, and school socio-economic level. Telephone surveys of twelve randomly selected teachers were conducted to enhance understanding of three dependent variables (domains): student outcomes, instructional outcomes, and teacher outcomes. These data were analyzed using qualitative strategies. Findings: Teachers' responses to the mailed survey indicated relatively unfavorable opinions about the outcomes of Virginia's Standards of Learning testing program and related regulations. Outcomes for instructional programs and for teachers themselves were rated more unfavorably than outcomes for students, outcomes for schools, or outcomes for public confidence. The ANOVA analyses indicated that teacher opinions did not vary meaningfully by any of the variables studied or by any combination of these variables. In short, even though a systematic sample of VEA members from throughout the state was surveyed, the opinions of this group of teachers were remarkably similar. Interview data confirmed that teachers had many concerns about outcomes associated with SOL testing. The interviews also indicated that teachers attributed several positive outcomes to SOL testing as well. Several rival hypotheses are presented to explain the apparent homogeneity of opinions among this systematic sample of Virginia educators.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartMargheimChap2.pdfen_US
dc.relation.haspartMargheimAppendixJ.pdfen_US
dc.relation.haspartMargheimAppendixF.pdfen_US
dc.relation.haspartMargheimAppendixA.pdfen_US
dc.relation.haspartMargheimAppendixB.pdfen_US
dc.relation.haspartMargheimChap5.pdfen_US
dc.relation.haspartMargheimAppendixD.pdfen_US
dc.relation.haspartMargheimChap4.pdfen_US
dc.relation.haspartMargheimAppendixC.pdfen_US
dc.relation.haspartMargheimReferences.pdfen_US
dc.relation.haspartMargheimVita.pdfen_US
dc.relation.haspartMargheimChap1.pdfen_US
dc.relation.haspartMargheimAppendixH.pdfen_US
dc.relation.haspartMargheimAppendixI.pdfen_US
dc.relation.haspartMargheimChap3.pdfen_US
dc.relation.haspartMargheimAppendixE.pdfen_US
dc.relation.haspartMargheimAppendixG.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectteacher satisfactionen_US
dc.subjectteacher autonomyen_US
dc.subjectVirginiaen_US
dc.subjectstandardized testingen_US
dc.subjectstudent achievementen_US
dc.subjecttestingen_US
dc.subjectteacher beliefsen_US
dc.subjectstate testing programsen_US
dc.subjectsystemic changeen_US
dc.titleTeacher Beliefs About the Outcomes of High-Stakes Testing and Measurement-Driven Instruction in Virginia's Public Schoolsen_US
dc.typeDissertationen_US
dc.contributor.departmentEducational Leadership and Policy Studiesen_US
dc.description.degreeEd. D.en_US
thesis.degree.nameDoctor of Educationen_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineEducational Leadership and Policy Studiesen_US
dc.contributor.committeechairParks, David J.en_US
dc.contributor.committeememberSellers, James L.en_US
dc.contributor.committeememberWorner, Wayne Dempseyen_US
dc.contributor.committeememberGillespie, Diane Newkirken_US
dc.contributor.committeememberSughrue, Jennifer A.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-12052001-211701/en_US
dc.date.sdate2001-12-05en_US
dc.date.rdate2002-12-10
dc.date.adate2001-12-10en_US


Files in this item

Thumbnail
Thumbnail
Thumbnail
Thumbnail
Thumbnail
Thumbnail
Thumbnail
Thumbnail
Thumbnail
Thumbnail
Thumbnail
Thumbnail
Thumbnail
Thumbnail
Thumbnail
Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record