This study investigated the reasons teachers continue to give weekly spelling tests, despite research indicating that spelling tests do not improve students’ spelling achievement. Participants were forty teachers in a two school elementary district in Northern California. Participants completed a survey consisting of 12 statements and rated the statements as to why they give a weekly spelling test. After completing the survey, 12 participants were selected randomly to be interviewed as to why teachers give spelling tests. Results indicated divergent responses from surveys and interviews. Results from survey data indicated that providing data for the report card was the major reason teachers continue to give the spelling test. Results from interview data indicated pressure from parents was the major reason teachers give spelling tests.
","abstract_html":"<p>This study investigated the reasons teachers continue to give weekly spelling tests, despite research indicating that spelling tests do not improve students’ spelling achievement. Participants were forty teachers in a two school elementary district in Northern California. Participants completed a survey consisting of 12 statements and rated the statements as to why they give a weekly spelling test. After completing the survey, 12 participants were selected randomly to be interviewed as to why teachers give spelling tests. Results indicated divergent responses from surveys and interviews. Results from survey data indicated that providing data for the report card was the major reason teachers continue to give the spelling test. Results from interview data indicated pressure from parents was the major reason teachers give spelling tests.</p>","abstract_has_math":false,"creators":["Stearn, Julie"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002-01-01T08:00:00Z","date_published":"2002-01-01T08:00:00Z","updated_at":"2026-07-24T02:05:06Z","subjects":["Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-print-theses/174","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Stearn, Julie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-print-theses/174"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study investigated the reasons teachers continue to give weekly spelling tests, despite research indicating that spelling tests do not improve students’ spelling achievement. Participants were forty teachers in a two school elementary district in Northern California. Participants completed a survey consisting of 12 statements and rated the statements as to why they give a weekly spelling test. After completing the survey, 12 participants were selected randomly to be interviewed as to why teachers give spelling tests. Results indicated divergent responses from surveys and interviews. Results from survey data indicated that providing data for the report card was the major reason teachers continue to give the spelling test. Results from interview data indicated pressure from parents was the major reason teachers give spelling tests.
"]},{"key":"dc:title","label":"Title","values":["Understanding Teachers' Rationale for the Weekly Spelling Test"]}]}],"canonical_facts":{"dc:creator":["Stearn, Julie"],"dc:description.abstract":["This study investigated the reasons teachers continue to give weekly spelling tests, despite research indicating that spelling tests do not improve students’ spelling achievement. Participants were forty teachers in a two school elementary district in Northern California. Participants completed a survey consisting of 12 statements and rated the statements as to why they give a weekly spelling test. After completing the survey, 12 participants were selected randomly to be interviewed as to why teachers give spelling tests. Results indicated divergent responses from surveys and interviews. Results from survey data indicated that providing data for the report card was the major reason teachers continue to give the spelling test. Results from interview data indicated pressure from parents was the major reason teachers give spelling tests.
"],"dc:identifier":["https://scholar.dominican.edu/education-print-theses/174"],"dc:subject":["Education"],"dc:title":["Understanding Teachers' Rationale for the Weekly Spelling Test"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:05:06Z"}