The purpose of this study is to explore how standardized testing affects teaching methods. The major aspects of this qualitative study focus around two questions: How do the pressures and incentives inflicted by standardized achievement tests affect or change teacher instruction? The site for the research is in an elementary school in Gloucester Township, New Jersey. The population for this study consists of teachers ranging from kindergarten teachers to fifth grade teachers. My research is based on interpretation of data gathered by investigation and examination. I used observations, analysis of materials, survey responses, and questionnaires as the basis for my research; therefore, I feel that my research is best described as qualitative based. In conclusion to my study, I found that pressures do exist which persuade teachers to \"teach to the test\" using valuable academic learning time to prepare students for standardized achievement tests.
","abstract_html":"<p>The purpose of this study is to explore how standardized testing affects teaching methods. The major aspects of this qualitative study focus around two questions: How do the pressures and incentives inflicted by standardized achievement tests affect or change teacher instruction? The site for the research is in an elementary school in Gloucester Township, New Jersey. The population for this study consists of teachers ranging from kindergarten teachers to fifth grade teachers. My research is based on interpretation of data gathered by investigation and examination. I used observations, analysis of materials, survey responses, and questionnaires as the basis for my research; therefore, I feel that my research is best described as qualitative based. In conclusion to my study, I found that pressures do exist which persuade teachers to "teach to the test" using valuable academic learning time to prepare students for standardized achievement tests.</p>","abstract_has_math":false,"creators":["Root, Ashley P."],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Browne, Susan"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-06-30T07:00:00Z","date_published":"2005-06-30T07:00:00Z","updated_at":"2026-07-24T04:13:58Z","subjects":["Education--Standards--New Jersey; Teachers--New Jersey--Attitudes","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1069","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Browne, Susan"]},{"key":"dc:creator","label":"Author","values":["Root, Ashley P."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-18T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education--Standards--New Jersey; Teachers--New Jersey--Attitudes","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1069"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study is to explore how standardized testing affects teaching methods. The major aspects of this qualitative study focus around two questions: How do the pressures and incentives inflicted by standardized achievement tests affect or change teacher instruction? The site for the research is in an elementary school in Gloucester Township, New Jersey. The population for this study consists of teachers ranging from kindergarten teachers to fifth grade teachers. My research is based on interpretation of data gathered by investigation and examination. I used observations, analysis of materials, survey responses, and questionnaires as the basis for my research; therefore, I feel that my research is best described as qualitative based. In conclusion to my study, I found that pressures do exist which persuade teachers to \"teach to the test\" using valuable academic learning time to prepare students for standardized achievement tests.
"]},{"key":"dc:title","label":"Title","values":["Standardized educational assessments: the effects on teachers in a South Jersey elementary school"]}]}],"canonical_facts":{"dc:contributor":["Browne, Susan"],"dc:creator":["Root, Ashley P."],"dc:date.available":["2016-04-18T07:00:00Z"],"dc:description.abstract":["The purpose of this study is to explore how standardized testing affects teaching methods. The major aspects of this qualitative study focus around two questions: How do the pressures and incentives inflicted by standardized achievement tests affect or change teacher instruction? The site for the research is in an elementary school in Gloucester Township, New Jersey. The population for this study consists of teachers ranging from kindergarten teachers to fifth grade teachers. My research is based on interpretation of data gathered by investigation and examination. I used observations, analysis of materials, survey responses, and questionnaires as the basis for my research; therefore, I feel that my research is best described as qualitative based. In conclusion to my study, I found that pressures do exist which persuade teachers to \"teach to the test\" using valuable academic learning time to prepare students for standardized achievement tests.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1069"],"dc:subject":["Education--Standards--New Jersey; Teachers--New Jersey--Attitudes","Elementary Education and Teaching"],"dc:title":["Standardized educational assessments: the effects on teachers in a South Jersey elementary school"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching"]},"updated_at":"2026-07-24T04:13:58Z"}