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Bobeczko Dissertation.pdf (6.47 MB)

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A Phenomenological Study of Kindergarten Teacher Perceptions of Standardized Testing and its Influence on Curriculum, Instruction, and Assessment

Bobeczko, Daniel S, Jr.
http://rave.ohiolink.edu/etdc/view?acc_num=csu1449343351

Abstract Details

2015, Doctor of Philosophy in Urban Education, Cleveland State University, College of Education and Human Services.
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. 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?
Karl Wheatley, Ph.D. (Committee Chair)
Catherine Hansman, Ed.D. (Committee Member)
Frederick Hampton, Ph.D. (Committee Member)
Paul Williams, Ph.D. (Committee Member)
Helen Liggett, Ph.D. (Committee Member)
225 p.
Curriculum Development; Early Childhood Education; Education; Education Policy; Educational Tests and Measurements; Elementary Education; Instructional Design; Teacher Education; Teaching
kindergarten teacher perceptions; standardized testing; comparative education; social constructivism; critical theory; John Dewey; testing policy; progressive education; phenomenology; developmental appropriateness; creativity; play; student learning

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Citations

  • Bobeczko, Jr., D. S. (2015). A Phenomenological Study of Kindergarten Teacher Perceptions of Standardized Testing and its Influence on Curriculum, Instruction, and Assessment [Doctoral dissertation, Cleveland State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=csu1449343351

    APA Style (7th edition)

  • Bobeczko, Jr., Daniel. A Phenomenological Study of Kindergarten Teacher Perceptions of Standardized Testing and its Influence on Curriculum, Instruction, and Assessment. 2015. Cleveland State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=csu1449343351.

    MLA Style (8th edition)

  • Bobeczko, Jr., Daniel. "A Phenomenological Study of Kindergarten Teacher Perceptions of Standardized Testing and its Influence on Curriculum, Instruction, and Assessment." Doctoral dissertation, Cleveland State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1449343351

    Chicago Manual of Style (17th edition)

csu1449343351
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© 2015, all rights reserved.
This open access ETD is published by Cleveland State University and OhioLINK.