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.Instrument 1: Case Study Guide The Case Study Guide provided an overview of the data collection phases, timelines, and instruments; desired participants to interview; the purpose and location of the interviews, and identification of otheranbsp;...
|Title||:||Middle School Science Teachers' Reaction and Pedagogical Response to High Stakes Accountability: A Multiple Case Study|
|Publisher||:||ProQuest - 2007|