東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

A phenomenological study of kinderga...

Bobeczko, Daniel Stephen, Jr.

FindBook

Google Book

Amazon

博客來

A phenomenological study of kindergarten teacher perceptions of standardized testing and its influence on curriculum, instruction, and assessment.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A phenomenological study of kindergarten teacher perceptions of standardized testing and its influence on curriculum, instruction, and assessment./
作者:	Bobeczko, Daniel Stephen, Jr.
面頁冊數:	243 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-06(E), Section: A.
Contained By:	Dissertation Abstracts International77-06A(E).
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10001920
ISBN:	9781339416687

A phenomenological study of kindergarten teacher perceptions of standardized testing and its influence on curriculum, instruction, and assessment.
Bobeczko, Daniel Stephen, Jr.

A phenomenological study of kindergarten teacher perceptions of standardized testing and its influence on curriculum, instruction, and assessment. - 243 p.

Source: Dissertation Abstracts International, Volume: 77-06(E), Section: A.

Thesis (Ph.D.)--Cleveland State University, 2015.

The purpose of this phenomenological study was to explore, through the lenses of social constructivism and critical theory along with John Dewey's theory of progressive education, Northeastern Ohio inner ring elementary kindergarten teacher perspectives on standardized testing and the obstacles these tests pose to curriculum development, classroom instruction, and assessments. This research also sought alternative methods of curriculum development, classroom instruction, and assessments that might be employed if high stakes testing were not in place. Keeping in mind the importance and understanding of the influence of progressive education in other countries and the reasons for eliminating or reducing standardized testing, an analysis of the responses of Ohio public school kindergarten teachers yielded themes and trends of possible educational reform if standardized testing were reduced or eliminated in the United States. Themes emerging from the study indicate a willingness and/or desire of teachers to move toward a more progressive philosophy of education and will aid in the formation of potential policy changes at the local, state, and national levels.

ISBN: 9781339416687Subjects--Topical Terms:

518817
Early childhood education.

A phenomenological study of kindergarten teacher perceptions of standardized testing and its influence on curriculum, instruction, and assessment.
LDR:02681nmm a2200349 4500 001 2071445
005 20160707145625.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781339416687
035 $a (MiAaPQ)AAI10001920
035 $a AAI10001920
040 $a MiAaPQ $c MiAaPQ
100 1 $a Bobeczko, Daniel Stephen, Jr. $3 3186585
245 1 2 $a A phenomenological study of kindergarten teacher perceptions of standardized testing and its influence on curriculum, instruction, and assessment.
300 $a 243 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-06(E), Section: A.
500 $a Adviser: Karl F. Wheatley.
502 $a Thesis (Ph.D.)--Cleveland State University, 2015.
520 $a The purpose of this phenomenological study was to explore, through the lenses of social constructivism and critical theory along with John Dewey's theory of progressive education, Northeastern Ohio inner ring elementary kindergarten teacher perspectives on standardized testing and the obstacles these tests pose to curriculum development, classroom instruction, and assessments. This research also sought alternative methods of curriculum development, classroom instruction, and assessments that might be employed if high stakes testing were not in place. Keeping in mind the importance and understanding of the influence of progressive education in other countries and the reasons for eliminating or reducing standardized testing, an analysis of the responses of Ohio public school kindergarten teachers yielded themes and trends of possible educational reform if standardized testing were reduced or eliminated in the United States. Themes emerging from the study indicate a willingness and/or desire of teachers to move toward a more progressive philosophy of education and will aid in the formation of potential policy changes at the local, state, and national levels.
520 $a Central Research Questions. 1. How do high-stakes standardized tests in grades 3--8 affect curriculum development, classroom instruction, and assessments in the kindergarten classroom? 2. If high stakes standardized tests in grades 3--8 were removed, what, if anything, would public school kindergarten teachers do differently in the kindergarten classroom with regards to curriculum development, classroom instruction, and assessments?
590 $a School code: 0466.
650 4 $a Early childhood education. $3 518817
650 4 $a Teacher education. $3 3172312
650 4 $a Curriculum development. $3 684418
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Elementary education. $3 641385
650 4 $a Instructional design. $3 3172279
650 4 $a Pedagogy. $3 2122828
690 $a 0518
690 $a 0530
690 $a 0727
690 $a 0288
690 $a 0524
690 $a 0447
690 $a 0456
710 2 $a Cleveland State University. $b College of Education and Human Services. $3 1678716
773 0 $t Dissertation Abstracts International $g 77-06A(E).
790 $a 0466
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10001920