Teachers Perceptions Of Instruction Rigor And High Achievers
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| Author | : Diane R. Best |
| Publisher | : |
| Total Pages | : 147 |
| Release | : 2016 |
| Genre | : Academic achievement |
| ISBN | : |
The purpose of this qualitative study was: (a) to determine the impact of the introduction of the PA Core Standards in mathematics on advanced middle school students and identify the impact of adaptable and rigorous instructional practices currently utilized in schools on high achieving students in mathematics and (b) to determine teachers' perceptions of how a framework, such as Multi-Tiered Systems of Support (MTSS), impacts the instructional practices utilized to meet the needs of advanced learners to increase student achievement. This study examined the instructional practices and frameworks used by middle school mathematics teachers to advance the learning of high achievers. Additionally, this research identified the need for a systematic framework to identify and accommodate the advanced learner's individual student needs. Looking at instructional practices and components of the Multi-Tiered Systems of Support/Response to Intervention/Response to Instruction and Intervention (MTSS/RtI/RtII) as self-reported by teachers and comparing the average growth index (AGI) in the Pennsylvania Value-Added Assessment System (PVAAS) for advanced students provided evidence of instructional practice effectiveness. Qualitative data was collected through an online survey and allowed the researcher to study the connection of instructional practices within a systematic framework. The researcher determined the types of instructional practices implemented in the middle school mathematics classes as related to the Depth of Knowledge level that advanced students needed to grow academically. The researcher also identified teacher perceptions of important aspects of the mathematics classroom and collected evidence to support instructional practices and organizational structure of the school.
| Author | : Cynthia S. Misenheimer |
| Publisher | : |
| Total Pages | : 182 |
| Release | : 2011 |
| Genre | : Critical thinking |
| ISBN | : |
According to Rigor at Risk: Reaffirming Quality in the High School Core Curriculum, a 2007 online publication of ACT, Inc., due to the lack of rigor in high school classes, students are losing momentum as they progress through high school (Misenheimer p. 6). This research set out to measure rigor in high school teaching. Specifically, the research was designed to examine the perceptions of high school English teachers as to the amount of rigor present in their student assignments as evidenced by a rubric based upon Bloom's revised taxonomy (Taxonomy of Educational Objectives : the Classification of Educational Goals, by Benjamin S. Bloom et al.). The researcher developed a rubric to assess the amount of rigor based upon the taxonomy. Teachers of standard level and honors level English classes in high schools from two school systems in North Carolina (p. 41) were asked to assess four of their student assignments that they considered challenging utilizing the rubric. They were also asked to rank the assignment with a level of rigor from one for low rigor to six for high rigor. The research design was causal-comparative, utilizing quantitative data. Two external raters, high school English teachers not involved in the initial grouping, scored the same assignments using the rigor rubric. The researcher calculated the inter-rater reliability of the external raters, calculated the mean score for each teacher based on the teacher's ratings of the four assignments and compared the mean with the mean of the external raters with a t-test. The study concluded that the high school English teachers tended to give themselves higher ratings for rigor than they were given by the external raters, and that the assignments tended to fall short in giving the students practice in critical thinking and problem-solving (p. 73).
| Author | : William Jiovanni Felton |
| Publisher | : |
| Total Pages | : 402 |
| Release | : 2006 |
| Genre | : Dissertations, Academic |
| ISBN | : |
Many attempts have been made to improve the academic achievement of the general educated population. However, few studies have examined why the academic achievement of at-risk students continues to decline at an all time high. The purpose of this research study was to determine if teachers' perceptions made a difference in examining the potential and performance of students in a high achieving and a low achieving high school located in urban area in Baltimore, Maryland. The study involved 168 high school teachers in two urban communities. The two high schools were selected because of their geographical proximity, demographics, the similarity of the socioeconomic status, number of teachers, at risk student population and their statuses as high achieving and low achieving high schools. Results indicated that there was a significant relationship between teachers' perceptions and the academic achievement of at-risk students between the two schools. The study also determined differences between teacher perception of potential and performance. Female students received significantly higher ratings (H) than did male students, whom teachers rated generally in the moderate range. Focus groups moderated by the researcher also indicated that the two schools varied greatly in the perceptions of their two working environments. In general, the focus group discussions revealed School Y teachers to be excited, enthusiastic, and hopeful; whereas School X teachers were afraid, depressed and disgruntled with lack of resources and lack of leadership at their school.-- Abstract.
| Author | : Matthew P.W. Puhlick |
| Publisher | : |
| Total Pages | : 163 |
| Release | : 2015 |
| Genre | : Academic achievement |
| ISBN | : |
This study uses alignment theories and a general qualitative approach to explore and understand teacher descriptions of the effects state-wide standardized tests have had on their instruction and learning of high achieving students at one Connecticut school. Based in literature, two research questions guided this study: (1) How do teachers in a suburban intermediate school in Connecticut describe the effect that state-wide standardized tests have had on teaching and learning practices for students who are considered high achieving?; and (2) What are teacher perceptions regarding the level of rigor in the classroom for high achieving students as a result of the increased significance of standardized testing? The findings of this study suggest teachers' instruction and the learning of high achieving students is impacted by the culture of standardized testing. Findings of the study also suggest standardized testing drives instruction leading to narrowing of the curriculum, discrepancies exist between the amount of teacher time and resources afforded to high achieving students, students themselves are often standardized and seen as numbers/data points, and high achieving students experience a decrease in rigor due to the culture of testing. These findings provide insight for teachers and school leaders responsible for designing and implementing instruction. The findings of the study also add to research regarding standardized tests and high achieving students.
| Author | : Wayne K. Hoy |
| Publisher | : IAP |
| Total Pages | : 320 |
| Release | : 2009-04-01 |
| Genre | : Education |
| ISBN | : 1607522012 |
Studies in School Improvement is the eighth volume in a series on research and theory in school administration dedicated to advancing our understanding of schools through empirical study and theoretical analysis. This selection of readings highlights a number of important factors in the stimulation and implementation of school improvement, including transformational leadership; change perspectives of teachers, principals, and the community; strategies for instructional change; learning environments and school culture; dropout prevention; professionalism; trust relations between the teachers and the board as well as trust between students and teachers; and admission decisions for educational leadership programs. In addition, a number of new, reliable and valid measures are developed and presented for the first time—instruments to assess: 1) change perspectives of the faculty, 2) professionalism of teachers, and 3) trust relations between students and teachers. These tools are valuable aids for both researchers and practitioners in their quest to understand and implement successful school improvement projects.
| Author | : Barbara R. Blackburn |
| Publisher | : Routledge |
| Total Pages | : 134 |
| Release | : 2018-11-08 |
| Genre | : Education |
| ISBN | : 1351708597 |
Learn how to incorporate rigorous activities in your math or science classroom and help students reach higher levels of learning. Expert educators and consultants Barbara R. Blackburn and Abbigail Armstrong offer a practical framework for understanding rigor and provide specialized examples for middle and high school math and science teachers. Topics covered include: Creating a rigorous environment High expectations Support and scaffolding Demonstration of learning Assessing student progress Collaborating with colleagues The book comes with classroom-ready tools, offered in the book and as free eResources on our website at www.routledge.com/9781138302716.
| Author | : Rosalind Horowitz |
| Publisher | : Taylor & Francis |
| Total Pages | : 232 |
| Release | : 2017-04-07 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1317699734 |
In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap—with specific attention to reading. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life. Bringing valuable theoretical frameworks and in-depth analytical approaches to interpretation of data, the contributors examine factors that contribute to student achievement inside the school but which are also heavily influenced by out-of-school factors—such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. These out-of-school factors present possibilities for new policies and practice. The overarching theme is that achievement gaps in reading are complex and that multiple perspectives are necessary to address the problem. The breadth and depth of perspectives and content in this volume and its conceptualization of the achievement gap are a significant contribution to the field.
| Author | : Cris Tovani |
| Publisher | : Stenhouse Publishers |
| Total Pages | : 177 |
| Release | : 2011 |
| Genre | : Education |
| ISBN | : 1571107304 |
Cris describes the systems and structure she uses in her own classroom and shows teachers how to use assessments to monitor student growth and provide targeted feedback that enables students to master content goals. She also shares ways to bring students into the assessment cycle so they can monitor their own learning, maximizing motivation and engagement. --from publisher description.
| Author | : Leslie S. Kaplan |
| Publisher | : Taylor & Francis |
| Total Pages | : 374 |
| Release | : 2023-09-26 |
| Genre | : Education |
| ISBN | : 1000955354 |
The second edition of this textbook from respected author team Kaplan and Owings explores how principals can effectively build a culture around student achievement. Introduction to the Principalship, a second edition closely aligned with NELP (2018) standards, helps aspiring principals understand how to develop a vision for improvement, make decisions and manage conflict, build teachers’ capacity, communicate, monitor the organization’s performance, and create a school climate of mutual respect. This important book provides readers with various leadership concepts to inform their practice, as well as the cognitive and practical tools to evaluate and prioritize what leadership actions to take. Each chapter offers opportunities for readers to create personal meaning and explore new ways of doing leadership to advance a positive, person-focused environment. Providing both the theoretical framework and skills for effective practice, Introduction to the Principalship addresses the issues most urgent and relevant for educational leadership graduate students learning how to build a school culture that promotes every student’s success. Fully revised, this second edition includes a new chapter on building your capacity for leadership, expanded discussion of data-informed accountability, equity considerations, and crisis management, and all chapters updated and revised throughout to reflect the latest developments in the field. Special Features: Learning Objectives - chapter openers introduce the topic and initiate student thinking Reflections and Relevance - interactive exercises, role plays, class activities, and assignments that can be used synchronously and asynchronously to deepen and extend student learning Key Takeaways - organized by learning objective, these answer readers’ question, "What about this information is meaningful for me as an aspiring principal?" Suggested Readings - each chapter concludes with annotated suggested readings to extend and deepen discussion of key issues in chapter NELP Standards - each chapter is aligned to the latest school leadership licensure standards Companion Website - includes links to supplemental material, additional readings, video clips with related teaching and learning activities, and PowerPoints for instructors.
| Author | : Katrina Hannon Cobb |
| Publisher | : |
| Total Pages | : 294 |
| Release | : 2018 |
| Genre | : Academic achievement |
| ISBN | : |
