Show simple item record

dc.contributor.authorCoppage-Miller, Jacqueline C.en_US
dc.date.accessioned2015-10-01T06:00:28Z
dc.date.available2015-10-01T06:00:28Z
dc.date.issued2014-04-08en_US
dc.identifier.othervt_gsexam:2616en_US
dc.identifier.urihttp://hdl.handle.net/10919/56674
dc.description.abstractThe purpose of this study was to identify perceptions of middle and high school principals in Virginia regarding high-stakes testing. Perceptions were assessed regarding unintended consequences impacting the principals' role and their alignment with professional and scholarly literature. There were 22 findings emerging from this study. One of the findings revealed that principals perceived the necessity of instructional leadership as opposed to simply acting as school managers. The findings also revealed that middle and high school principals strongly agreed that high-stakes testing resulted in a loss of instructional time and that there has been a narrowing of the curriculum; however there now was a clearer alignment of the written, taught, and tested curriculum. Additionally, the findings revealed that less than 50% of middle and high school principals believed that high-stakes testing had helped close the achievement gap between minority and majority students. One of the most prevalent findings focused on the stress exhibited by students, teachers and administrators, all due to high-stakes testing. One hundred and sixty-six Virginia middle and high school principals participated in this study. An electronic survey instrument was used to rate 31 statements derived from the scholarly literature regarding the unintended consequences and perceptions of high-stakes testing of middle and high school leaders in Virginia.en_US
dc.format.mediumETDen_US
dc.publisherVirginia Techen_US
dc.rightsThis Item is protected by copyright and/or related rights. Some uses of this Item may be deemed fair and permitted by law even without permission from the rights holder(s), or the rights holder(s) may have licensed the work for use under certain conditions. For other uses you need to obtain permission from the rights holder(s).en_US
dc.subjectaccountabilityen_US
dc.subjecthigh-stakes testingen_US
dc.subjectprincipalen_US
dc.titlePerceptions of Middle and High School Principals in Virginia on High-Stakes Testingen_US
dc.typeDissertationen_US
dc.contributor.departmentEducational Leadership and Policy Studiesen_US
dc.description.degreeEd. D.en_US
thesis.degree.nameEd. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineEducational Leadership and Policy Studiesen_US
dc.contributor.committeechairCash, Carol S.en_US
dc.contributor.committeememberTwiford, Travis W.en_US
dc.contributor.committeememberPrice, Ted S.en_US
dc.contributor.committeememberInfantino, Jean Anneen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record