{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/21696"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/21696","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"How mandated student assessment programs affect kindergarten teachers: Two steps forward, three steps backward","abstract":"This study presents kindergarten teachers' testimonies regarding mandated student assessment programs. The research is framed around a social organization of schools perspective, and also examines teachers' task conceptions.","abstract_html":"This study presents kindergarten teachers' testimonies regarding mandated student assessment programs. The research is framed around a social organization of schools perspective, and also examines teachers' task conceptions.","abstract_has_math":false,"creators":["Hartman, Jeanette Allison"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Katz, Lilian G."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T13:16:24Z","date_published":"2011-05-07T13:16:24Z","updated_at":"2026-07-22T22:25:18Z","subjects":["Education, Administration","Education, Early Childhood","Education, Curriculum and Instruction"],"languages":["eng"],"rights":["Copyright 1991 Hartman, Jeanette Allison"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9136612","(UMI)AAI9136612"],"render_values":[{"text":"AAI9136612","href":null,"code":true},{"text":"(UMI)AAI9136612","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/21696","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Katz, Lilian G."]},{"key":"dc:creator","label":"Author","values":["Hartman, Jeanette Allison"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T13:16:24Z","10000-01-01","1991"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Administration","Education, Early Childhood","Education, Curriculum and Instruction"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1991 Hartman, Jeanette Allison"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9136612","(UMI)AAI9136612","http://hdl.handle.net/2142/21696"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study presents kindergarten teachers' testimonies regarding mandated student assessment programs. The research is framed around a social organization of schools perspective, and also examines teachers' task conceptions.","\"The findings suggest that teachers had a range of responses about student assessment programs at the kindergarten level: Some remained autonomous regardless of the mandated student assessment program, others affiliated themselves with the student assessment program, and others wavered as to their opinions about the student assessment program. All teachers reiterated that there was \"\"much too much testing\"\" in kindergarten. Additionally, they spoke of informal assessment as being more developmentally appropriate for kindergartners. Regardless of philosophical orientation (i.e., academic or developmental), teachers described how mandated reforms, such as student assessment programs, restricted their task autonomy and discretion and their professional prerogative to meet kindergartners' needs in nonroutine ways.\"","Made available in DSpace on 2011-05-07T13:16:24Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9136612.pdf: 10813033 bytes, checksum: dba3c3465697850b2c0aa81119bda3a2 (MD5) Previous issue date: 1991","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:52:35Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:24:14-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"]},{"key":"dc:title","label":"Title","values":["How mandated student assessment programs affect kindergarten teachers: Two steps forward, three steps backward"]}]}],"canonical_facts":{"dc:contributor":["Katz, Lilian G."],"dc:creator":["Hartman, Jeanette Allison"],"dc:date":["2011-05-07T13:16:24Z","10000-01-01","1991"],"dc:description":["This study presents kindergarten teachers' testimonies regarding mandated student assessment programs. The research is framed around a social organization of schools perspective, and also examines teachers' task conceptions.","\"The findings suggest that teachers had a range of responses about student assessment programs at the kindergarten level: Some remained autonomous regardless of the mandated student assessment program, others affiliated themselves with the student assessment program, and others wavered as to their opinions about the student assessment program. All teachers reiterated that there was \"\"much too much testing\"\" in kindergarten. Additionally, they spoke of informal assessment as being more developmentally appropriate for kindergartners. Regardless of philosophical orientation (i.e., academic or developmental), teachers described how mandated reforms, such as student assessment programs, restricted their task autonomy and discretion and their professional prerogative to meet kindergartners' needs in nonroutine ways.\"","Made available in DSpace on 2011-05-07T13:16:24Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9136612.pdf: 10813033 bytes, checksum: dba3c3465697850b2c0aa81119bda3a2 (MD5) Previous issue date: 1991","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:52:35Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:24:14-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"],"dc:identifier":["AAI9136612","(UMI)AAI9136612","http://hdl.handle.net/2142/21696"],"dc:language":["eng"],"dc:rights":["Copyright 1991 Hartman, Jeanette Allison"],"dc:subject":["Education, Administration","Education, Early Childhood","Education, Curriculum and Instruction"],"dc:title":["How mandated student assessment programs affect kindergarten teachers: Two steps forward, three steps backward"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:18Z"}