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Abstract:
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This dissertation investigates the quality teaching practices of three third grade teachers within the context of high -stakes testing . Chapter 1 introduces my research question and important terms , such as quality teaching , standardized testing and success . Chapter 2 synthesizes relevant literature in the area of quality teaching and standards based accountability . The literature review seeks to highlight the significant attention paid to outcomes based education and , the lack of emphasis given to quality teaching in such contexts . Chapter 3 forwards the specific conceptual framework for this study while detailing the methodology that guided this investigation including data gathering and analysis . Chapters 4 and 5 present the findings from this research . Chapter 4 examines the quality teaching practices demonstrated by these teachers and found in the literature and chapter 5 presents notions of success and the unique ways that each teacher enacted quality teaching practices in his /her classroom . I highlight the specific way each teacher facilitated students' success and discuss the various ways that each teacher conceived of success , both within and outside the context of standardized testing . Chapter 6 draws comparison between the three teachers involved in the study highlighting overarching themes present in the ways they defined and created successful learning environments for students . This dissertation concludes with a discussion of implication for teachers , teacher educators and other stakeholders and , suggestions for future research . |