Date Approved

4-30-1998

Embargo Period

8-11-2016

Document Type

Thesis

Degree Name

M.A. in Educational Leadership

Department

Educational Services and Leadership

College

College of Education

First Advisor

Johnson, Theodore

Subject(s)

Camden County Technical Schools (Pennsauken, N.J.); Interns (Education); School administrators--Training of

Disciplines

Educational Leadership

Abstract

The purpose of this study was to evaluate the program implemented at our school to prepare students to take the reading section of the HSPT11, the state graduation test of New Jersey. Evaluation of the program promoted enhanced instructional practices to improve student achievement.

The methodology for my research relied on the theoretical framework of educational policy analysis, the interpretive paradigm of teacher cognition, and the interview as a tool for inquiry. Extended interviews of four teachers who taught at each level were conducted to access teacher cognition. The classes of these four teachers were designed to prepare students for the HSPT11. Responses were summarized verbatim.

Acting as policy brokers, the teachers demonstrated variability in the translation of policy. However, they expressed a common concern for the performance of their students; the theme of accountability was evident throughout the interviews. Accountability has been a major thrust of policy makers. The teachers' involvement was apparent when they commented on students' misconceptions about the test, the importance of reading, program strengths, and the ways to improve the program.

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