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A GROUNDED THEORY STUDY OF THE IMPACT OF FLORIDA SCHOOL REPORT CARDS ON HIGH SCHOOL ENGLISH LANGUAGE ARTS TEACHERS' SELF-EFFICACY AND PERCEPTIONS OF STUDENT WRITING

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Date Issued:
2016
Abstract/Description:
This study sought to uncover how the annual Florida School Report Card influences secondary English Language Arts (ELA) teachers' self-efficacy and perceptions of student writing. The study's findings suggested that ELA teachers' self-efficacy may be indirectly influenced by the School Report Card. The participants in this study suggested that they do not feel totally capable of applying the information learned from the School Report Card to their own classrooms. The teachers who participated in the study also reported that they have low outcome expectations when interacting with the School Report Card. They do not believe that their actions can influence the School Report Card, and suggested that they see the school grade as a moving target with changing rules they may not be able to keep up with. The School Report Card was not suggested to directly impact the participants' perceptions of student writing. Instead, the data suggested that a variety of internal and external factors influence the way teachers perceive their students' writing quality. Finally, most of the participants suggested that they view the school grade as an unfair measure of achievement, and a tool that does not take into account the quality of the learning in the school and represents the school poorly. Cultural Historical Activity Theory (CHAT) was used to situate these findings and gain a better understanding of how the School Report Card functions as a tool for teachers and administrators.
Title: A GROUNDED THEORY STUDY OF THE IMPACT OF FLORIDA SCHOOL REPORT CARDS ON HIGH SCHOOL ENGLISH LANGUAGE ARTS TEACHERS' SELF-EFFICACY AND PERCEPTIONS OF STUDENT WRITING.
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Name(s): Briand, Casey S, Author
Olan, Elsie L., Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2016
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This study sought to uncover how the annual Florida School Report Card influences secondary English Language Arts (ELA) teachers' self-efficacy and perceptions of student writing. The study's findings suggested that ELA teachers' self-efficacy may be indirectly influenced by the School Report Card. The participants in this study suggested that they do not feel totally capable of applying the information learned from the School Report Card to their own classrooms. The teachers who participated in the study also reported that they have low outcome expectations when interacting with the School Report Card. They do not believe that their actions can influence the School Report Card, and suggested that they see the school grade as a moving target with changing rules they may not be able to keep up with. The School Report Card was not suggested to directly impact the participants' perceptions of student writing. Instead, the data suggested that a variety of internal and external factors influence the way teachers perceive their students' writing quality. Finally, most of the participants suggested that they view the school grade as an unfair measure of achievement, and a tool that does not take into account the quality of the learning in the school and represents the school poorly. Cultural Historical Activity Theory (CHAT) was used to situate these findings and gain a better understanding of how the School Report Card functions as a tool for teachers and administrators.
Identifier: CFH2000108 (IID), ucf:46040 (fedora)
Note(s): 2016-12-01
B.S.
College of Education and Human Performance, Teaching, Learning, and Leadership
Bachelors
This record was generated from author submitted information.
Subject(s): school grade
school accountability
standardized testing
high-stakes testing
instructional methods
teacher choices
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFH2000108
Restrictions on Access: campus 2017-12-01
Host Institution: UCF

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