Term of Award
Fall 2010
Degree Name
Doctor of Education in Education Administration (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Department of Leadership, Technology, and Human Development
Committee Chair
Linda M. Arthur
Committee Member 1
Barbara Mallory
Committee Member 2
Dawn Tysinger
Abstract
Principals and teachers are under continuous pressure to improve student learning. The ability to analyze standardized testing data provides a tool for educators to use in their effort to combat students' deficiency in learning. The researcher conducted the study in four middle schools in a Georgia school district located outside of metropolitan Atlanta, which is in the beginning stages of providing training to teachers, and administrators on how to use standardized test results to improve student learning. To accomplish the purpose of this study, the researcher analyzed the surveyed responses of 242 participants, all middle school teachers. The method for this quantitative research study used descriptive statistics and independent sample t-tests. Findings of the study converged with the literature in terms of the purpose and benefits of using standardized testing data. Teachers agreed that principals provided time for them to analyze and plan instruction based on standardized testing results. Teachers also reported that their principals' current leadership actions was conducive to them being able to use standardized test data more, and they believed that there is an expectation in their school for teachers to use standardized testing data to inform their practice.
Recommended Citation
Stephens, Darrell LaMar, "Perceptions of Middle School Teachers Regarding the Use of Standardized Testing Data" (2010). Electronic Theses and Dissertations. 370.
https://digitalcommons.georgiasouthern.edu/etd/370
Research Data and Supplementary Material
No
