Date Approved

6-30-2005

Embargo Period

4-18-2016

Document Type

Thesis

Degree Name

M.S. in Teaching

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Browne, Susan

Subject(s)

Education--Standards--New Jersey; Teachers--New Jersey--Attitudes

Disciplines

Elementary Education and Teaching

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.

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