Laura B. Grove McCrea
Teaching self-efficacy (TSE) refers to teachers’ expectations that they can help students learn (Ashton & Webb, 1986). A significant amount of research has explored the importance of teaching self-efficacy for both K-12 education teachers and graduate teaching assistants (GTAs). Researchers have focused heavily on the relationship between teaching self-efficacy and other relevant variables, such as training and experience; however, researchers have yet to determine the specific relationship between teaching self-efficacy and attributions GTAs make regarding their students’ performance. The present investigation, which is grounded in self-efficacy (Bandura, 1982, 1986, 1997) and attribution (Weiner, 1986) theories, was an attempt to augment the existing literature. The current research examined the relationship between GTAs’ teaching self-efficacy and the attributions they make regarding their students’ performance. It was hypothesized that GTAs’ teaching self-efficacy would influence the attributions that GTAs make regarding their students’ performance. A total of 117 GTAs from The University of Akron responded to an online survey. GTAs were randomly assigned to respond to the CDS-II, which is a measure of causal attributions, imagining that their students had done well in their class (n = 58) or had done poorly in their class (n = 59). GTAs also completed the SETI-A, which is a measure of personal teaching self-efficacy, and a demographic questionnaire. Major findings of the study were a) GTAs who endorsed extremely high levels of TSE made significantly more internal attributions when compared to GTAs with high TSE; b) GTAs’ TSE was significantly positively correlated with ability and effort attributions when GTAs’ students did well in the class; and c) GTAs did not significantly attribute their students’ performance to luck. Exploratory findings revealed that GTAs’ attributions varied based on GTAs’ sex and GTAs’ students’ performance. Implications and limitations of the current study are discussed.
The Impact of High Stakes Testing On Curriculum, Teaching, and Learning
Gregory P. Sullivan
Research suggests that high stakes testing impacts teachers’ decisions regarding curriculum and instruction, which, in turn, impacts student learning. Because Virginia administered SOL tests for Computer/Technology, then discontinued them, a study was possible comparing teachers’ perceptions and actual student achievement of those taught while the high-stakes tests were in place and those taught after the tests were discontinued. A survey was administered to all elementary and middle school classroom teachers in a midsize urban Virginia school division to determine their perceptions of the effects of high-stakes testing. Cross tabulations were performed based upon: school level; on whether the teacher had taught prior to, or only after, the SOL tests were implemented; and whether the teacher perceived he/she was teaching a high or low percentage of lower socio-economic status (SES) students. In addition to the survey, the 2002 versions of the Virginia Computer/Technology Standards of Learning (C/T SOL) assessments were administered to all 2005 fifth and eighth grade students within the same school division. Statistical comparisons of the means of raw scores from the 2002 fifth (n = 625) and eighth (n = 641) grade groups and the 2005 fifth (n = 583) and eighth (n = 522) grade groups were conducted. Comparisons were also conducted on scores from each test between groups of students who qualified for free and reduced price lunches and those that did not qualify. Finally, statistical comparisons were made between the scaled scores of students who were eighth graders in 2005 (n = 397) and their scaled scores as fifth graders when tested in 2002. The study found a majority of teachers felt high-stakes testing creates pressure and changes the focus of instruction to tested areas at the expense of other activities and non-tested content. When the means of the scores of students who took the C/T SOL tests in 2002 were compared to those from 2005, the scores for the students taught under the high-stakes testing pressure were significantly better than those tested in 2005. Further, this gap in student achievement was more pronounced for lower SES students, suggesting a widening of the “digital divide.”
Research suggests that high stakes testing impacts teachers’ decisions regarding curriculum and instruction, which, in turn, impacts student learning. Because Virginia administered SOL tests for Computer/Technology, then discontinued them, a study was possible comparing teachers’ perceptions and actual student achievement of those taught while the high-stakes tests were in place and those taught after the tests were discontinued. A survey was administered to all elementary and middle school classroom teachers in a midsize urban Virginia school division to determine their perceptions of the effects of high-stakes testing. Cross tabulations were performed based upon: school level; on whether the teacher had taught prior to, or only after, the SOL tests were implemented; and whether the teacher perceived he/she was teaching a high or low percentage of lower socio-economic status (SES) students. In addition to the survey, the 2002 versions of the Virginia Computer/Technology Standards of Learning (C/T SOL) assessments were administered to all 2005 fifth and eighth grade students within the same school division. Statistical comparisons of the means of raw scores from the 2002 fifth (n = 625) and eighth (n = 641) grade groups and the 2005 fifth (n = 583) and eighth (n = 522) grade groups were conducted. Comparisons were also conducted on scores from each test between groups of students who qualified for free and reduced price lunches and those that did not qualify. Finally, statistical comparisons were made between the scaled scores of students who were eighth graders in 2005 (n = 397) and their scaled scores as fifth graders when tested in 2002. The study found a majority of teachers felt high-stakes testing creates pressure and changes the focus of instruction to tested areas at the expense of other activities and non-tested content. When the means of the scores of students who took the C/T SOL tests in 2002 were compared to those from 2005, the scores for the students taught under the high-stakes testing pressure were significantly better than those tested in 2005. Further, this gap in student achievement was more pronounced for lower SES students, suggesting a widening of the “digital divide.”
The Classroom Walkthrough: The Perceptions of Elementary School Principals on its Impact on Student Achievement
Guy A. Rossi
The purpose of this qualitative study was to focus on elementary school principals using the walkthrough model and to evaluate how the walkthrough model improves student learning. The goal was to identify the key indicators of success from elementary principals that used the Walkthrough Observation Tool from the Principals Academy of Western Pennsylvania. The research questions investigated elementary school principals’ perceptions of the impact of the classroom walkthrough model. Participants were selected because of their involvement and experiences with the walkthrough model developed by Joseph Werlinich and Otto Graf, Co-directors of the Principals Academy of Western Pennsylvania. Methods of data collection were face-to-face semi-structured interviews. The interviews were transcribed verbatim and content analysis was used to identify consensus, supported, and individual themes.
Key findings of this study indicate that the classroom walkthrough did affect instructional practices and student achievement from the perspective of the elementary school principals. The study showed that teachers are sharing and more aware of best practices, principals are more aware of what is occurring in the classrooms, principals have meaningful data to share with teachers, and principals are better-informed instructional leaders.
The purpose of this qualitative study was to focus on elementary school principals using the walkthrough model and to evaluate how the walkthrough model improves student learning. The goal was to identify the key indicators of success from elementary principals that used the Walkthrough Observation Tool from the Principals Academy of Western Pennsylvania. The research questions investigated elementary school principals’ perceptions of the impact of the classroom walkthrough model. Participants were selected because of their involvement and experiences with the walkthrough model developed by Joseph Werlinich and Otto Graf, Co-directors of the Principals Academy of Western Pennsylvania. Methods of data collection were face-to-face semi-structured interviews. The interviews were transcribed verbatim and content analysis was used to identify consensus, supported, and individual themes.
Key findings of this study indicate that the classroom walkthrough did affect instructional practices and student achievement from the perspective of the elementary school principals. The study showed that teachers are sharing and more aware of best practices, principals are more aware of what is occurring in the classrooms, principals have meaningful data to share with teachers, and principals are better-informed instructional leaders.
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