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DissertationDonnaTurner.pdf (890.92 KB)

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Teacher Perception of Pacing Guide Use in the Secondary Classroom

Turner, Donna Michele Smith
http://orcid.org/0000-0002-9716-6757
http://rave.ohiolink.edu/etdc/view?acc_num=csu1435593110

Abstract Details

2015, Doctor of Philosophy in Urban Education, Cleveland State University, College of Education and Human Services.
Historically, teachers have exercised considerable autonomy in the day-to-day learning that occurs in their classrooms. Now, it is growing increasingly rare for a teacher to experience this type of professional freedom. In response to high-stakes testing, national and state academic content standards, and most recently the common core standards, pacing guides are one of the more recent devices schools are using to implement and monitor curriculum. The purpose of this research project is to investigate teacher opinion toward these pacing guides. An online survey called the Pacing Guide Survey was delivered to secondary regular and special education teachers in core subject areas of mathematics, science, social studies, and language arts. The teachers were asked about whether or not they use pacing guides, their attitude and comfort level in using pacing guides, as well as: Information concerning the population of their high school, such as demographics, enrollment, and single or multiple high schools; Building level factors, such as professional development initiatives, methods of curriculum monitoring, and pacing guide development and revisions processes; Teacher factors, such as years teaching, years using pacing guides, confidence in content area, and educational background. Administrators were also interviewed to form a complete picture of pacing guide development and implementation in the secondary education environment. Quantitative data were analyzed using bivariate Spearman’s rank order correlation and qualitative data were analyzed using a combination of thematic data analysis and quasi-statistical methods. Recommendations based on the data collected are: Teachers should be provided with the flexibility to address student needs in the classroom. Teacher input into pacing guide development, implementation, and revision process is necessary to ensure that student needs are addressed. Team autonomy is key and teacher teams need to be provided with the necessary support structure to provide meaningful learning experiences for their students.
Jeremy Genovese, Ph.D. (Committee Chair)
Karla Hamlen Mansour, Ph.D. (Committee Member)
Selma Koç, Ph.D. (Committee Member)
E. Michael Loovis, Ph.D (Committee Member)
Timothy DeGroot, Ph.D. (Committee Member)
175 p.
Curriculum Development; Education; Education Policy; Educational Evaluation; Educational Leadership; School Administration; Secondary Education
pacing guides; curriculum monitoring; secondary education

Recommended Citations

Citations

  • Turner, D. M. S. (2015). Teacher Perception of Pacing Guide Use in the Secondary Classroom [Doctoral dissertation, Cleveland State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=csu1435593110

    APA Style (7th edition)

  • Turner, Donna. Teacher Perception of Pacing Guide Use in the Secondary Classroom. 2015. Cleveland State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=csu1435593110.

    MLA Style (8th edition)

  • Turner, Donna. "Teacher Perception of Pacing Guide Use in the Secondary Classroom." Doctoral dissertation, Cleveland State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1435593110

    Chicago Manual of Style (17th edition)

csu1435593110
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This open access ETD is published by Cleveland State University and OhioLINK.