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Thesis/Dissertation Information
- Degree Disciplines:
- Education
Notes
- Abstract:
- The purpose of this study was to investigate the responses of third grade reading and mathematics classroom teachers to high-stakes accountability policy in Florida’s Title I elementary schools. Principles of Ford’s (1992) Motivational Systems Theory were used to guide the study. Teachers’ context and capability beliefs regarding external and personal factors that may have contributed to their ability to comply with high-stakes accountability policy were examined, as well as the means by which they believed they were capable of being held accountable for students’ high-stakes test performance. Using a triangulation mixed methods design, an on-line survey consisting of open- and closed ended items was used with a sample of 68 respondents in Broward and Palm Beach County. A significant difference existed in the percentages of third grade teachers exhibiting negative, neutral-variable, or positive context beliefs and weak, moderate variable, or strong capability beliefs. However, teachers’ context and capability beliefs did not significantly differ according to highest level of educational degree held or years of full-time teaching experience. Also, the percentages of teachers exhibiting each level of context and capability beliefs did not significantly differ according to either of these two variables. Open-ended survey responses elucidated teachers’ needs for additional instructional resources and professional development topics that they believed could contribute to their improved instruction of the Florida Sunshine State Standards. Qualitative data also elucidated teachers’ perceptions regarding their own instructional abilities, as well as their beliefs regarding the need for contingency-based accountability, accountability for student growth, and instructional accountability. Overall findings imply that the respondents believed they were competent individuals who had the skills needed to function effectively in implementing instruction of the Standards. However, their lack of confidence in their Title I school contexts to facilitate their goal attainment hindered them from effectively carrying out instruction, and, subsequently, achievement of Florida’s A+ policy measures. Survey data inform the provision of professional development and instructional resources in Title I, third grade classrooms, and emphasize the need for policymakers to include teachers as stakeholders that have a voice in improving the A+ Plan so that they can assume greater responsibility for the policy.
- Thesis:
- Thesis (Ph.D.)--Barry University, 2009.
- Bibliography:
- Includes bibliographical references (leaves 142-163).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright Natasha A. Vernaza. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
- Resource Identifier:
- LB1775.2.V47 2009_VernazaNatasha ( BU-Local )
- Classification:
- LB1775.2.V47 2009 ( lcc )
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