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Teacher Perceptions of Standards-Based Mindset and Student Outcomes
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Dissertation
Teacher Perceptions of Standards-Based Mindset and Student Outcomes
2019
Overview
The purpose of this study was to examine teacher perceptions of how their instruction improved since adopting a standards-based mindset (SBM), and how each of the practices of SBM affected student outcomes. It collected qualitative interview data from participants in three Wisconsin high schools that had fully implemented standards-based reform (SBR) and standards-based grading (SBG). The researcher drew five conclusions. The first conclusion is to redefine accountability is critical for teachers to embrace giving full credit for what students know. The second conclusion is that homework as practice needs to be reported to parents. The third conclusion is that teachers who embraced SBR gave better feedback. The fourth conclusion is that grades were more accurate when teachers used SBM practices if behavior was reported. The fifth conclusion is that students considered at risk under statute and students eligible for special-education may benefit from SBM practices. The researcher recommends that districts consider engaging stakeholders to determine what behaviors they feel are most important for their community and develop a system and policies to report on those behaviors in addition to academic progress. Suggestions are made for future research, including examining site report cards from before and after SBR. Although this study was limited by sample size and observer bias, its findings and conclusions should nonetheless be useful to practitioners considering standards-based grading.
Publisher
ProQuest Dissertations & Theses
Subject
ISBN
9798662580343
