{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1370"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1370","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"Perceptions of Middle School Teachers Regarding the Use of Standardized Testing Data","abstract":"Principals and teachers are under continuous pressure to improve student learning. The ability to analyze standardized testing data provides a tool for educators to use in their effort to combat students' deficiency in learning. The researcher conducted the study in four middle schools in a Georgia school district located outside of metropolitan Atlanta, which is in the beginning stages of providing training to teachers, and administrators on how to use standardized test results to improve student learning. To accomplish the purpose of this study, the researcher analyzed the surveyed responses of 242 participants, all middle school teachers. The method for this quantitative research study used descriptive statistics and independent sample t-tests. Findings of the study converged with the literature in terms of the purpose and benefits of using standardized testing data. Teachers agreed that principals provided time for them to analyze and plan instruction based on standardized testing results. Teachers also reported that their principals' current leadership actions was conducive to them being able to use standardized test data more, and they believed that there is an expectation in their school for teachers to use standardized testing data to inform their practice.","abstract_html":"Principals and teachers are under continuous pressure to improve student learning. The ability to analyze standardized testing data provides a tool for educators to use in their effort to combat students' deficiency in learning. The researcher conducted the study in four middle schools in a Georgia school district located outside of metropolitan Atlanta, which is in the beginning stages of providing training to teachers, and administrators on how to use standardized test results to improve student learning. To accomplish the purpose of this study, the researcher analyzed the surveyed responses of 242 participants, all middle school teachers. The method for this quantitative research study used descriptive statistics and independent sample t-tests. Findings of the study converged with the literature in terms of the purpose and benefits of using standardized testing data. Teachers agreed that principals provided time for them to analyze and plan instruction based on standardized testing results. Teachers also reported that their principals' current leadership actions was conducive to them being able to use standardized test data more, and they believed that there is an expectation in their school for teachers to use standardized testing data to inform their practice.","abstract_has_math":false,"creators":["Stephens, Darrell LaMar"],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Barbara Mallory","Dawn Tysinger"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-12-01T08:00:00Z","date_published":"2010-12-01T08:00:00Z","updated_at":"2026-07-24T02:26:46Z","subjects":["ETD","Standardized state criterion testing data","Georgia criterion competency test","No Child Left Behind","High-stakes tests","Georgia performance standards"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/370","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Barbara Mallory","Dawn Tysinger"]},{"key":"dc:creator","label":"Author","values":["Stephens, Darrell LaMar"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-10-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Standardized state criterion testing data","Georgia criterion competency test","No Child Left Behind","High-stakes tests","Georgia performance standards"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/370"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Principals and teachers are under continuous pressure to improve student learning. The ability to analyze standardized testing data provides a tool for educators to use in their effort to combat students' deficiency in learning. The researcher conducted the study in four middle schools in a Georgia school district located outside of metropolitan Atlanta, which is in the beginning stages of providing training to teachers, and administrators on how to use standardized test results to improve student learning. To accomplish the purpose of this study, the researcher analyzed the surveyed responses of 242 participants, all middle school teachers. The method for this quantitative research study used descriptive statistics and independent sample t-tests. Findings of the study converged with the literature in terms of the purpose and benefits of using standardized testing data. Teachers agreed that principals provided time for them to analyze and plan instruction based on standardized testing results. Teachers also reported that their principals' current leadership actions was conducive to them being able to use standardized test data more, and they believed that there is an expectation in their school for teachers to use standardized testing data to inform their practice."]},{"key":"dc:title","label":"Title","values":["Perceptions of Middle School Teachers Regarding the Use of Standardized Testing Data"]}]}],"canonical_facts":{"dc:contributor":["Barbara Mallory","Dawn Tysinger"],"dc:creator":["Stephens, Darrell LaMar"],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["Principals and teachers are under continuous pressure to improve student learning. The ability to analyze standardized testing data provides a tool for educators to use in their effort to combat students' deficiency in learning. The researcher conducted the study in four middle schools in a Georgia school district located outside of metropolitan Atlanta, which is in the beginning stages of providing training to teachers, and administrators on how to use standardized test results to improve student learning. To accomplish the purpose of this study, the researcher analyzed the surveyed responses of 242 participants, all middle school teachers. The method for this quantitative research study used descriptive statistics and independent sample t-tests. Findings of the study converged with the literature in terms of the purpose and benefits of using standardized testing data. Teachers agreed that principals provided time for them to analyze and plan instruction based on standardized testing results. Teachers also reported that their principals' current leadership actions was conducive to them being able to use standardized test data more, and they believed that there is an expectation in their school for teachers to use standardized testing data to inform their practice."],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/370"],"dc:subject":["ETD","Standardized state criterion testing data","Georgia criterion competency test","No Child Left Behind","High-stakes tests","Georgia performance standards"],"dc:title":["Perceptions of Middle School Teachers Regarding the Use of Standardized Testing Data"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:26:46Z"}