東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A Qualitative Study About How Teache...

Patterson, Kasie.

Linked to FindBook

Google Book

Amazon

博客來

A Qualitative Study About How Teacher Actions Increase Student Anxiety During High-stakes Testing.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Qualitative Study About How Teacher Actions Increase Student Anxiety During High-stakes Testing./
Author:	Patterson, Kasie.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	98 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Contained By:	Dissertations Abstracts International81-03A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13901545
ISBN:	9781085631662

A Qualitative Study About How Teacher Actions Increase Student Anxiety During High-stakes Testing.
Patterson, Kasie.

A Qualitative Study About How Teacher Actions Increase Student Anxiety During High-stakes Testing. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 98 p.

Source: Dissertations Abstracts International, Volume: 81-03, Section: A.

Thesis (Ed.D.)--Northcentral University, 2019.

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

Standardized testing has become synonymous with educational controversy. Stakeholders in education feel the pressure of high-stakes testing, which undoubtedly places students in extremely stressful situations. The qualitative study was conducted to analyze if the actions of teachers before and during high-stakes testing cause increased levels of stress and anxiety in students. The study included 12 teachers from a variety of schools over a geographically dispersed area. Study participants engaged in semistructured interviews. Participants were educators of grades three to six, three teachers from each grade level, who administered high-stakes testing as a part of their professional duties. Data analysis revealed most participants expressed that high-stakes tests are a stressful time for educators and students. Participants agreed that as the testing window approached, the amount of test preparation increased, and curriculum instruction decreased. Participants stated that during the administration of high-stakes testing they observed an increase in student illness, higher anxiety levels, and mental stability of test takers. Participants reported that they had observed students who became physically ill, completely refused to participate, and became frustrated to the extent where they disrupted others during the test administration. Finally, participants discussed teaching their students relaxation techniques to use to reduce anxiety during the daily testing window. Participants also try to provide them with candy, gum, peppermints, and survival kits to help relieve some of the stress.

ISBN: 9781085631662Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Education policies

A Qualitative Study About How Teacher Actions Increase Student Anxiety During High-stakes Testing.
LDR:02859nmm a2200385 4500 001 2279835
005 20210823091354.5
008 220723s2019 ||||||||||||||||| ||eng d
020 $a 9781085631662
035 $a (MiAaPQ)AAI13901545
035 $a AAI13901545
040 $a MiAaPQ $c MiAaPQ
100 1 $a Patterson, Kasie. $3 3558317
245 1 0 $a A Qualitative Study About How Teacher Actions Increase Student Anxiety During High-stakes Testing.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 98 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
500 $a Advisor: Jacobs, Howard.
502 $a Thesis (Ed.D.)--Northcentral University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Standardized testing has become synonymous with educational controversy. Stakeholders in education feel the pressure of high-stakes testing, which undoubtedly places students in extremely stressful situations. The qualitative study was conducted to analyze if the actions of teachers before and during high-stakes testing cause increased levels of stress and anxiety in students. The study included 12 teachers from a variety of schools over a geographically dispersed area. Study participants engaged in semistructured interviews. Participants were educators of grades three to six, three teachers from each grade level, who administered high-stakes testing as a part of their professional duties. Data analysis revealed most participants expressed that high-stakes tests are a stressful time for educators and students. Participants agreed that as the testing window approached, the amount of test preparation increased, and curriculum instruction decreased. Participants stated that during the administration of high-stakes testing they observed an increase in student illness, higher anxiety levels, and mental stability of test takers. Participants reported that they had observed students who became physically ill, completely refused to participate, and became frustrated to the extent where they disrupted others during the test administration. Finally, participants discussed teaching their students relaxation techniques to use to reduce anxiety during the daily testing window. Participants also try to provide them with candy, gum, peppermints, and survival kits to help relieve some of the stress.
590 $a School code: 1443.
650 4 $a Education. $3 516579
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Educational psychology. $3 517650
653 $a Education policies
653 $a High-stakes testing
653 $a High-stakes tests and schools
653 $a Standardized testing
653 $a Student anxiety
653 $a Teacher actions
690 $a 0515
690 $a 0288
690 $a 0525
710 2 $a Northcentral University. $b School of Education. $3 2104297
773 0 $t Dissertations Abstracts International $g 81-03A.
790 $a 1443
791 $a Ed.D.
792 $a 2019
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13901545