scholarly journals Rural Elementary Administrators’ Views of High-Stakes Testing

2018 ◽  
Vol 26 (1) ◽  
Author(s):  
Robert J. Egley ◽  
Brett D. Jones
Keyword(s):  
School Administrators ◽  
High Stakes Testing ◽  
Test Results ◽  
Academic Needs ◽  
Negative Effects ◽  
Quality Teachers ◽  
High Stakes ◽  
Positive Effects ◽  
Elementary Administrators ◽  
Rural Elementary School

This study examines how rural elementary school administrators perceive the effects of high-stakes testing in comparison to suburban and urban elementary administrators. High-stakes testing had a greater impact, both positively and negatively, on rural administrators than on their counterparts in suburban and urban schools. Specifically, the positive effects were that rural administrators were more motivated by the testing program to do a better job, found the test results more useful in assessing teachers, and found the test results more useful in meeting the academic needs of students. The negative effects were that rural administrators felt more pressure than urban administrators to improve test scores and found their school rating to more negatively affect their ability to attract high quality teachers than administrators in suburban schools.  

scholarly journals Voices from the Frontlines:Teachers' Perceptions of High-Stakes Testing

2004 ◽  
Vol 12 ◽  
pp. 39 ◽  
Author(s):  
Brett D. Jones ◽  
Robert J. Egley
Keyword(s):  
Public Schools ◽  
Test Scores ◽  
Teaching And Learning ◽  
High Stakes Testing ◽  
Negative Effects ◽  
High Stakes ◽  
Testing Program ◽  
Positive Effects ◽  
The One ◽  
The Right

The purpose of this study was to investigate whether teachers perceived Florida’s high-stakes testing program to be taking public schools in the right direction. More importantly, we sought to understand why teachers perceived the tests to be taking schools in the right or wrong direction. Based on the survey results of 708 teachers, we categorized their concerns and praises of high-stakes testing into ten themes. Most of the teachers believed that the testing program was not taking schools in the right direction. They commented that the test was used improperly and that the one-time test scores were not an accurate assessment of students’ learning and development. In addition, they cited negative effects on the curriculum, teaching and learning, and student and teacher motivation. The positive effects cited were much fewer in number and included the fact that the testing held students, educators, and parents accountable for their actions. Interestingly, teachers were not opposed to accountability, but rather, opposed the manner in which it was currently implemented. Only by understanding these positive and negative effects of the testing program can policymakers hope to improve upon it. To this end, we discuss several implications of these findings, including: limiting the use of test scores, changing the school grading criteria, using alternative assessments, modifying the curriculum, and taking steps to reduce teaching to the test.

scholarly journals SCHOOL ADMINISTRATORS’ AND TEACHERS’ VIEWS ABOUT THE USE OF SOCIAL MEDIA AT SCHOOLS AS A NEW PLATFORM IN ORGANIZATIONAL COMMUNICATION

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Emine Doğan ◽  
Mehmet Sabir Çevik
Keyword(s):  
Qualitative Research ◽  
Social Media ◽  
Organizational Communication ◽  
Sampling Method ◽  
School Administrators ◽  
Descriptive Analysis ◽  
Communication Tool ◽  
Negative Effects ◽  
Positive Effects ◽  
Use Of Social Media

<p>This research aimed to evaluate the school administrators’ and teachers’ views about the use of social media at schools as a new platform in organizational communication. Phenomenology, a qualitative research model, was used in the research. A total of 17 participants who were included in the research (school administrators and teachers) were selected by using the purposive sampling methods that were well-suited to the qualitative research studies, namely, the “maximum variation sampling method” and the “criterion sampling method”. Participants’ views were received via semi-structured and in-depth interviews. The research data were analyzed by using the NVivo 12.0 software. The inductive descriptive analysis, content analysis, and the constant comparison technique were utilized in the interpretation of interview texts. In this context, the participants’ views were grouped under the themes of “views about the definition of social media”, “views about whether the use of social media at schools is necessary”, “views about the purpose of using social media at schools”, “views about the likely effects of using social media at schools”, and “views about recommending the use of social media at schools”. In the research, the participants stated that they viewed social media as a communication tool, the use of social media at schools was necessary, social media platforms could be used for education &amp; instruction and giving (sharing) information, social media could have positive effects besides negative effects, and certain societal, technical, and legal measures should be taken to assure that the social media was used effectively. To ensure the professional use of social media at schools, it is recommended that educators undergo professional development.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0987/a.php" alt="Hit counter" /></p>

Stress gets under your skin: A conversation with Emma K. Adam

2019 ◽  
Vol 101 (3) ◽  
pp. 32-36
Author(s):  
Rafael Heller
Keyword(s):  
High School Students ◽  
Students Of Color ◽  
Stress Hormones ◽  
High Stakes Testing ◽  
Negative Effects ◽  
School Students ◽  
High Stakes ◽  
Northwestern University ◽  
University Professor ◽  
Everyday Discrimination

In this month’s interview, Kappan’s editor talks with developmental psychologist and Northwestern University professor Emma K. Adam about her recent research into stress, stress hormones (particularly cortisol), sleep, and learning. High school students’ self-reported stress levels during the day are closely aligned with their measured levels of cortisol, she explains, and cortisol plays important roles in the regulation of sleep, attention, and focus. For example, she has found that the stress associated with high-stakes testing has significant negative effects on students’ scores. And evidence suggests that everyday discrimination causes many students of color, especially Black students, to experience chronic stress, which can take a serious toll on academic performance.

scholarly journals Identifying Personal and Contextual Factors that Contribute to Attrition Rates for Texas Public School Teachers

2012 ◽  
Vol 20 ◽  
pp. 15 ◽  
Author(s):  
Daniel Allen Sass ◽  
Belinda Bustos Flores ◽  
Lorena Claeys ◽  
Bertha Pérez
Keyword(s):  
Teacher Attrition ◽  
Beginning Teacher ◽  
High Stakes Testing ◽  
Retention Rates ◽  
School Level ◽  
Quality Teachers ◽  
High Stakes ◽  
Attrition Rates ◽  
Low Performing Schools ◽  
Basic Competency

Teacher attrition is a significant problem facing schools, with a large percentage of teachers leaving the profession within their first few years. Given the need to retain high-quality teachers, research is needed to identify those teachers with higher retention rates. Using survival analyses and a large state dataset, researchers examined teacher data to identify those teacher and school variables associated with attrition. Unique to this study was the investigation of testing era (basic competency vs. higher standards based), school districts’ yearly ratings based on state-mandated testing, and charter school status. Analyses revealed that teacher attrition was greater during the high stakes-testing era, at low-performing schools, and for charter schools; however, beginning teacher age, gender, and school level moderated several attrition rates. Implications for public policy are discussed.

Undesirable Effects of Goal Setting on Perceived Fairness, Commitment, and Unethical Behavior

2018 ◽  
Vol 62 (2) ◽  
pp. 97-107 ◽  
Author(s):  
Nina Keith
Keyword(s):  
Goal Setting ◽  
Unethical Behavior ◽  
The United States ◽  
Goal Commitment ◽  
Management Technique ◽  
Long Term Effects ◽  
Perceived Fairness ◽  
Negative Effects ◽  
Positive Effects ◽  
And Performance

Abstract. The positive effects of goal setting on motivation and performance are among the most established findings of industrial–organizational psychology. Accordingly, goal setting is a common management technique. Lately, however, potential negative effects of goal-setting, for example, on unethical behavior, are increasingly being discussed. This research replicates and extends a laboratory experiment conducted in the United States. In one of three goal conditions (do-your-best goals, consistently high goals, increasingly high goals), 101 participants worked on a search task in five rounds. Half of them (transparency yes/no) were informed at the outset about goal development. We did not find the expected effects on unethical behavior but medium-to-large effects on subjective variables: Perceived fairness of goals and goal commitment were least favorable in the increasing-goal condition, particularly in later goal rounds. Results indicate that when designing goal-setting interventions, organizations may consider potential undesirable long-term effects.

Mobilizing for Some

2016 ◽  
Vol 28 (3) ◽  
pp. 123-135 ◽  
Author(s):  
Raffael Heiss ◽  
Jörg Matthes
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Experimental Design ◽  
Collective Efficacy ◽  
Political Efficacy ◽  
Negative Effects ◽  
School Students ◽  
Positive Effects ◽  
Specific Factors

Abstract. This study investigated the effects of politicians’ nonparticipatory and participatory Facebook posts on young people’s political efficacy – a key determinant of political participation. We employed an experimental design, using a sample of N = 125 high school students (15–20 years). Participants either saw a Facebook profile with no posts (control condition), nonparticipatory posts, or participatory posts. While nonparticipatory posts did not affect participants’ political efficacy, participatory posts exerted distinct effects. For those high in trait evaluations of the politician presented in the stimulus material or low in political cynicism, we found significant positive effects on external and collective efficacy. By contrast, for those low in trait evaluations or high in cynicism, we found significant negative effects on external and collective efficacy. We did not find any effects on internal efficacy. The importance of content-specific factors and individual predispositions in assessing the influence of social media use on participation is discussed.

The High Risks of High-Stakes Testing

PsycCRITIQUES ◽  
2006 ◽  
Vol 51 (20) ◽  
Author(s):  
Bruce B. Henderson
Keyword(s):  
High Stakes Testing ◽  
High Stakes
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