Title page for ETD etd-05082008-092356

Type of Document

Thesis

Author

Madden, Deborah Beasley

Author's Email Address

bocadebo@aol.com

URN

etd-05082008-092356

Title

Middle School Educators' Perspectives of Changes in Teaching Practices Caused by Implementation of the FCAT Science

Degree

Master of Science

Department

Middle and Secondary Education, Department of

Advisory Committee

Advisor Name	Title
Nancy T. Davis	Committee Member
Sherry Southerland	Committee Member
Victor Sampson	Committee Member

Keywords

Middle School
Assessment
Science Teacher
High-Stakes Test
Science
FCAT
Teaching Practices

Date of Defense

2008-04-09

Availability

unrestricted

Abstract

This study investigates middle school educators' perspectives of how the implementation of FCAT Science, a state-mandated, comprehensive science test, has affected their teaching practices and their feelings of professionalism. It also includes the educators' perspectives on the validity of the high-stakes test and their perceptions of the advantages and disadvantages of the test. Data was gathered from a group of seven middle school science teachers and two principals within the context of two middle schools in a rural, North Florida school district. An interpretive, qualitative study was implemented using personal interviews and a follow-up questionnaire. Results of the study indicated that FCAT Science has affected the teaching practices of the science teachers by changing the depth and scope of their teaching. Teaching methods had shifted into more traditional methods of delivery with less inquiry-based learning and less hands-on labs. Teachers reported that they taught test-taking strategies. Loss of autonomy, increased job stress, and lack of time to teach in-depth were commonly voiced by educators. Most educators in this study agreed that they did not think FCAT Science was a valid assessment of teacher effectiveness or student learning. Increased collaboration among science teachers and frequent use of the test results to analyze students' strengths and weaknesses were some of the positive influences of the assessment. This study supports evidence presented in the literature review and adds new insights within the confines of the parameters of this research.

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