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The lived experiences of teachers as...

Walker, Shelly L.

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The lived experiences of teachers as they describe their values and ethics within the educational school system.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The lived experiences of teachers as they describe their values and ethics within the educational school system./
Author:	Walker, Shelly L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	97 p.
Notes:	Source: Dissertations Abstracts International, Volume: 77-03, Section: A.
Contained By:	Dissertations Abstracts International77-03A.
Subject:	Educational tests & measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3714380
ISBN:	9781321916478

The lived experiences of teachers as they describe their values and ethics within the educational school system.
Walker, Shelly L.

The lived experiences of teachers as they describe their values and ethics within the educational school system. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 97 p.

Source: Dissertations Abstracts International, Volume: 77-03, Section: A.

Thesis (Ph.D.)--Capella University, 2015.

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

The purpose of the study was to record and interpret the experiences and perspectives of teachers who may have a tremendous impact within many of the nation's educational school systems. Ewing (2001) argued that many teachers sometimes feel they must relinquish their values and integrity to political and public opinion regarding their performance, in order to meet Average Yearly Progress (AYP) goals. Documenting and explaining teachers' experiences may bring a better understanding of why some teachers concede their core values for more attractive influences (Cordova & Lepper, 1996). From 2001 to the date of this study, there has been more research to examine how teachers go about teaching towards standardized-testing. But we have seen only limited research on why some teachers actively advocate standardized-testing (Cochran-Smith & Lytle, 1999; Feiman-Nemser, 2001; Shulman & Shulman, 2001). This research describes the social interactions and perspectives of teachers as they tell of their ethical experiences and decisions within the public school system. This research is designed to help lead to methods of improving many future educational policies, requirements and methods of testing, and to address some practical application concerns of the U.S. Department of Education. By conducting nine interviews with public school teachers, this research found that all nine of the teachers believed that U. S. Educational Department should set clear and consistent reforms that include teachers' involvement. The teachers within this research believe that clear and consistent reforms would help them to trust that the U. S. Educational Department welcomes teachers' moral and ethical decision-making.

ISBN: 9781321916478Subjects--Topical Terms:

3168483
Educational tests & measurements.

The lived experiences of teachers as they describe their values and ethics within the educational school system.
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500 $a Source: Dissertations Abstracts International, Volume: 77-03, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
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502 $a Thesis (Ph.D.)--Capella University, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of the study was to record and interpret the experiences and perspectives of teachers who may have a tremendous impact within many of the nation's educational school systems. Ewing (2001) argued that many teachers sometimes feel they must relinquish their values and integrity to political and public opinion regarding their performance, in order to meet Average Yearly Progress (AYP) goals. Documenting and explaining teachers' experiences may bring a better understanding of why some teachers concede their core values for more attractive influences (Cordova & Lepper, 1996). From 2001 to the date of this study, there has been more research to examine how teachers go about teaching towards standardized-testing. But we have seen only limited research on why some teachers actively advocate standardized-testing (Cochran-Smith & Lytle, 1999; Feiman-Nemser, 2001; Shulman & Shulman, 2001). This research describes the social interactions and perspectives of teachers as they tell of their ethical experiences and decisions within the public school system. This research is designed to help lead to methods of improving many future educational policies, requirements and methods of testing, and to address some practical application concerns of the U.S. Department of Education. By conducting nine interviews with public school teachers, this research found that all nine of the teachers believed that U. S. Educational Department should set clear and consistent reforms that include teachers' involvement. The teachers within this research believe that clear and consistent reforms would help them to trust that the U. S. Educational Department welcomes teachers' moral and ethical decision-making.
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