Date of Award
2021
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
First Advisor
Cherie Gaines
Second Advisor
Andrew Courtner
Third Advisor
Joshua Tipton
Abstract
In this qualitative study, I examined teachers’ perceptions of the influence of high stakes testing on instructional practices and student learning and engagement in middle schools in rural Southwest Virginia. Fourteen middle school teachers from three middle schools completed questionnaires, and seven teachers submitted lesson plans as part of this study. I analyzed the data and determined teachers expressed negative perceptions of the effects of high stakes testing on student learning and engagement. Teachers also stated high stakes testing limited instructional practices used in classrooms. Teachers perceived current instructional practices were not conducive for active student learning and engagement; however, these teachers felt restricted by the state-prescribed curricula and high expectations for student performance on high stakes testing.
Keywords
High stakes tests, Learner engagement, Qualitative research, Teaching methods
Recommended Citation
Mooney, Kelli, "MIDDLE SCHOOL TEACHERS’ PERCEPTIONS OF THE INFLUENCE OF HIGH STAKES TESTING ON INSTRUCTIONAL PRACTICES AND STUDENT LEARNING AND ENGAGEMENT IN RURAL SOUTHWEST VIRGINIA" (2021). Ed.D. Dissertations. 37.
https://digitalcommons.lmunet.edu/edddissertations/37
