An Exploratory Study on the Roles Various Perceptions Play in Teacher Emphasis on Extensive Standardized Testing Preparation in the Classroom

• In Event: 69.058 - Poster Session 16
  In Poster Session: 69.058-6 - Teacher Professional Development and Teacher Preparation

Abstract

Teacher emphasis on standardized test preparation has been linked with several negative outcomes related to student learning. This exploratory study utilized a nationally representative dataset to discover what teacher perceptions (of themselves, students, schools, etc.) are related to extensive emphases on standardized test preparation in the classroom. Two separate stepwise regression models (one for science teachers and the other for math teachers) revealed the strongest predictor of this outcome was a teacher’s perception of his / her emphasis on teaching basic concepts related to science and math. The two models did produce different predictors to some extent, indicating science and math teacher perceptions differentially predict extensive emphasis on standardized test preparation.

Author

• J.J. De Simone, University of Kansas