Show simple item record

dc.contributor.advisorEllis, James D
dc.contributor.authorKlager, Christopher
dc.date.accessioned2014-09-24T23:33:15Z
dc.date.available2014-09-24T23:33:15Z
dc.date.issued2013-08-31
dc.date.submitted2013
dc.identifier.otherhttp://dissertations.umi.com/ku:12941
dc.identifier.urihttp://hdl.handle.net/1808/15091
dc.description.abstractThis study looks at how science teachers' attitudes about standardized testing affect the types of test preparation practice they choose. Interviews, both before and after state testing, classroom observations during test preparation, and documents from test preparation contributed evidence used to create case studies about two teachers. Teacher attitudes related to pressure they felt to obtain high scores, test preparation ethics, and inexperience with state testing contributed to the decisions the teachers made about test preparation. Education for teachers about what test preparation practices are appropriate and the format of the test could help other teachers make informed decisions about test preparation practices.
dc.format.extent86 pages
dc.language.isoen
dc.publisherUniversity of Kansas
dc.rightsThis item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
dc.subjectScience education
dc.subjectStandardized testing
dc.subjectTeacher attitudes
dc.subjectTest preparation
dc.titleTeacher Attitudes About Standardized Testing and Test Preparation: A Case Study
dc.typeThesis
dc.contributor.cmtememberHamilton, Mary Lyn
dc.contributor.cmtememberMcKnight, Phil
dc.thesis.degreeDisciplineCurriculum and Teaching
dc.thesis.degreeLevelM.S.Ed.
dc.rights.accessrightsopenAccess


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record