國立虎尾科技大學 |

High-Stakes Testing and Teacher Stress.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	High-Stakes Testing and Teacher Stress./
Author:	Hoyt, Joshua Paul.
Description:	1 online resource (190 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
Subject:	Educational tests & measurements. -
Online resource:	click for full text (PQDT)
ISBN:	9781369723700

High-Stakes Testing and Teacher Stress.
Hoyt, Joshua Paul.

High-Stakes Testing and Teacher Stress. - 1 online resource (190 pages)

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

The purpose of this mixed-methods research study was to examine how stress levels of middle school mathematics teachers who taught Algebra I in school districts in the state of Pennsylvania relate to high-stakes testing and to explore the experiences of middle school mathematics Algebra I teachers. The researcher collected and compared it to normed data from a quantitative survey instrument called the Educator Test Stress Inventory (ETSI). The participants consisted of Algebra I teachers from public middle schools in the state of Pennsylvania. Data was collected at two intervals, once in August and once in December. Quantitative survey data was downloaded into SPSS statistical package for analysis. Independent t tests, a paired sample t test, and Pearson's Coefficient were calculated to analyze for correlations between designated variables. There was a significant difference in manifestation stress value scores between gender on the first administration of the ETSI as well as the normed data of the ETSI. There was not a significant difference between administrations of the ETSI, nor was there a correlation of stress values to teaching years of experience. Ten semi-structured interviews of middle school Algebra I teachers were conducted to explore their experiences in a phenomenological approach. The constant comparative method was employed for the purpose of establishing emergent codes to develop themes and patterns. Four major themes emerged from the qualitative data: love for middle school, curriculum concerns, stress, and high-stakes testing and teacher stress. This study addressed the gaps in the literature on the topic of high-stakes testing and its impact on the stress levels of middle school mathematics teachers. Additionally, this study added to the field of professional knowledge on this topic by investigating high-stakes testing and stress levels of middle school mathematics teachers via the administration of the ETSI.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369723700Subjects--Topical Terms:

1180442
Educational tests & measurements.
Index Terms--Genre/Form:

554714
Electronic books.

High-Stakes Testing and Teacher Stress.
LDR:03147ntm a2200337Ki 4500 001 911092
005 20180517121919.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9781369723700
035 $a (MiAaPQ)AAI10591674
035 $a AAI10591674
040 $a MiAaPQ $b eng $c MiAaPQ
099 $a TUL $f hyy $c available through World Wide Web
100 1 $a Hoyt, Joshua Paul. $3 1182721
245 1 0 $a High-Stakes Testing and Teacher Stress.
264 0 $c 2017
300 $a 1 online resource (190 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
502 $a Thesis (Ed.D.) $c Neumann University $d 2017.
504 $a Includes bibliographical references
520 $a The purpose of this mixed-methods research study was to examine how stress levels of middle school mathematics teachers who taught Algebra I in school districts in the state of Pennsylvania relate to high-stakes testing and to explore the experiences of middle school mathematics Algebra I teachers. The researcher collected and compared it to normed data from a quantitative survey instrument called the Educator Test Stress Inventory (ETSI). The participants consisted of Algebra I teachers from public middle schools in the state of Pennsylvania. Data was collected at two intervals, once in August and once in December. Quantitative survey data was downloaded into SPSS statistical package for analysis. Independent t tests, a paired sample t test, and Pearson's Coefficient were calculated to analyze for correlations between designated variables. There was a significant difference in manifestation stress value scores between gender on the first administration of the ETSI as well as the normed data of the ETSI. There was not a significant difference between administrations of the ETSI, nor was there a correlation of stress values to teaching years of experience. Ten semi-structured interviews of middle school Algebra I teachers were conducted to explore their experiences in a phenomenological approach. The constant comparative method was employed for the purpose of establishing emergent codes to develop themes and patterns. Four major themes emerged from the qualitative data: love for middle school, curriculum concerns, stress, and high-stakes testing and teacher stress. This study addressed the gaps in the literature on the topic of high-stakes testing and its impact on the stress levels of middle school mathematics teachers. Additionally, this study added to the field of professional knowledge on this topic by investigating high-stakes testing and stress levels of middle school mathematics teachers via the administration of the ETSI.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational tests & measurements. $3 1180442
650 4 $a Mathematics education. $3 1148686
650 4 $a Middle school education. $3 1148691
655 7 $a Electronic books. $2 local $3 554714
690 $a 0288
690 $a 0280
690 $a 0450
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Neumann University. $b Education. $3 1182722
773 0 $t Dissertation Abstracts International $g 78-09A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10591674 $z click for full text (PQDT)