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MIDDLE SCHOOL SCIENCE TEACHERS’ REACTION AND
PEDAGOGICAL RESPONSE TO HIGH STAKES ACCOUNTABILITY:
A MULTIPLE CASE STUDY
by
Kenneth Tse
___________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree of
DOCTOR OF PHILOSOPHY
EDUCATION
December 2007
Copyright 2007 Kenneth Tse
Object Description
| Title | Middle school science teachers' reaction and pedagogical response to high stakes accountability: a multiple case study |
| Author | Tse, Kenneth |
| Author email | ktse68@gmail.com |
| Degree | Doctor of Philosophy |
| Document type | Dissertation |
| Degree program | Education (Curriculum & Instruction) |
| School | Rossier School of Education |
| Date defended/completed | 2007-08-29 |
| Date submitted | 2007 |
| Restricted until | Unrestricted |
| Date published | 2007-09-15 |
| Advisor (committee chair) | Marsh, David D. |
| Advisor (committee member) |
Stromquist, Nelly Cummings, Tom |
| Abstract | The purpose of this study was to understand how science teachers reacted to the high stakes accountability and standardized testing in California. In a multiple case study of middle and intermediate schools in Southern California, four research questions focused on the perceptions of secondary science teachers and how they responded to the changes in the accountability specifically geared towards science as a content area, the pedagogical skills teachers were using both outside and inside of the classroom that impact instruction, the pedagogical training received that related specifically to the content standards, the tools or impediments that existed for teachers to successfully utilize these pedagogical methods and types of support and assistance the school site administration and/or school district offered in learning about the California Science Standards and the STAR test. Interviews were conducted with multiple middle/intermediate school teachers, science department chairpersons and school site administrators to gather information about what the classroom teachers were doing pedagogically to improve student performance on the STAR tests. Moreover, the study described the issues that supported the professional development of the teacher and what schools and districts were doing to support them. |
| Keyword | science; accountability; middle school |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m820 |
| Rights | Tse, Kenneth |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Tse-20070915 |
| Archival file | uscthesesreloadpub_Volume32/etd-Tse-20070915.pdf |
Description
| Title | Page 1 |
| Full text | MIDDLE SCHOOL SCIENCE TEACHERS’ REACTION AND PEDAGOGICAL RESPONSE TO HIGH STAKES ACCOUNTABILITY: A MULTIPLE CASE STUDY by Kenneth Tse ___________________________________________________________________ A Dissertation Presented to the FACULTY OF THE GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY EDUCATION December 2007 Copyright 2007 Kenneth Tse |
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