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Using theory to prepare for high-sta...

Fields, Heather R.

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Using theory to prepare for high-stakes tests: Perceptions of secondary teachers who prepare students for high-stakes testing.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Using theory to prepare for high-stakes tests: Perceptions of secondary teachers who prepare students for high-stakes testing./
Author:	Fields, Heather R.
Description:	129 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
Contained By:	Dissertation Abstracts International75-11A(E).
Subject:	Educational tests & measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3629311
ISBN:	9781321060935

Using theory to prepare for high-stakes tests: Perceptions of secondary teachers who prepare students for high-stakes testing.
Fields, Heather R.

Using theory to prepare for high-stakes tests: Perceptions of secondary teachers who prepare students for high-stakes testing. - 129 p.

Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.

Thesis (Ph.D.)--Capella University, 2014.

This item must not be sold to any third party vendors.

There are several notable methods teachers use to instruct students. Within the context of high-stakes testing preparation, the perceptions of classroom teachers were analyzed and interpreted. The system of rewards and punishments associated with the standardized tests influenced many aspects of the teaching and learning process such as instructional content, timing, pace, and remedial activities. The learning theories associated with the noted instructional methods such as Behaviorism, Social-Cognitivism, and Constructivism were defined, and explained. Teachers used elements of the three learning theories in their instructional practices. In the specific context of preparing students for high-stakes testing, one learning theory was most prevalent in the classroom practices. The predominant learning theory used by the teachers to prepare students for high-stakes testing is the Behaviorism theory. The particularized demonstration of knowledge that is evaluated with the high-stakes tests guides and regulates the method of instruction. It is apparent that the current standardized, summative, high-stakes testing model will continue with the Common Core model. Under this system that rewards and punishes outcomes, the behavioral learning theory will likely continue to prevail in prominence as teachers conform to the demands of the high-stakes test preparation in the culture of standardization.

ISBN: 9781321060935Subjects--Topical Terms:

3168483
Educational tests & measurements.

Using theory to prepare for high-stakes tests: Perceptions of secondary teachers who prepare students for high-stakes testing.
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500 $a Adviser: Leone Snyder.
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520 $a There are several notable methods teachers use to instruct students. Within the context of high-stakes testing preparation, the perceptions of classroom teachers were analyzed and interpreted. The system of rewards and punishments associated with the standardized tests influenced many aspects of the teaching and learning process such as instructional content, timing, pace, and remedial activities. The learning theories associated with the noted instructional methods such as Behaviorism, Social-Cognitivism, and Constructivism were defined, and explained. Teachers used elements of the three learning theories in their instructional practices. In the specific context of preparing students for high-stakes testing, one learning theory was most prevalent in the classroom practices. The predominant learning theory used by the teachers to prepare students for high-stakes testing is the Behaviorism theory. The particularized demonstration of knowledge that is evaluated with the high-stakes tests guides and regulates the method of instruction. It is apparent that the current standardized, summative, high-stakes testing model will continue with the Common Core model. Under this system that rewards and punishes outcomes, the behavioral learning theory will likely continue to prevail in prominence as teachers conform to the demands of the high-stakes test preparation in the culture of standardization.
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