The Relationship of Teacher Attitude and Self-Reported Behavior Associated with

The overall intent of No Child Left Behind is to ensure the success of all students; however, within many schools, the components of the law have become the focus of leadership. For example, assessment literacy, measures of achievement, teacher behaviors and attitudes, and student achievement have become high priority issues. The results of student achievement data have been utilized to plan, implement, evaluate, and improve school reform. As a result of increased use of data in schools, need for assessment literacy of all stakeholders has increased. Teacher influence on student achievement and the importance of assessment literacy of teachers have been well documented; however, teacher attitude toward assessments and relationships to student achievement are not well understood nor well documented.This study focused on relationships among student achievement, teacher attitude about assessments, and teacher application of assessment data. Selected teacher demographic variables were used to define groups including grade level taught, length of service and education level. Data was analyzed using quantitative methods. Two major findings were identified. First, teacher self-reported behavior concerning assessments can significantly predict math achievement at the classroom level. Second, differences in attitude toward assessment existed between primary and intermediate teachers.

Level thesis:degree_level

Doctorate Degree

Year dc:date.issued

2012

Author dc:creator

• DeJoseph, Jennifer W.

Advisor dc:contributor.advisor

• Thornton, Bill

Committee members dc:contributor.committeemember

• Cannon, John
• Usinger, Janet
• Hill, Gus
• Pelter, Michele

• Achievement
• Assessment
• Attitude
• Elementary
• Teacher

Statement dc:rights

• In Copyright(All Rights Reserved)

Handle dc:identifier.uri

http://hdl.handle.net/11714/3540

OAI identifier oai:identifier

oai:scholarwolf.unr.edu:11714/3540