Browsing by Author "Westfall, Dawn"
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Item Parental Perceptions of the Effects of the high-Stakes TAKS Test on the Home Lives of At-Risk Fifth Grade Students(2010-12) Westfall, Dawn; Mountain, Lee; Abrahamson, Richard F.; Craig, Cheryl J.; Horn, Catherine L.In Texas, fifth grade students are required to pass both the reading and math sections of the Texas Assessment of Knowledge and Skills, or TAKS test, in order to be promoted to the next grade level. The purpose of this study is to describe parents’ perceptions of the influence of the high-stakes TAKS test on the family lives of at-risk fifth grade students. Parents of students identified as at-risk for failure on the TAKS test by their schools were given a 12-item survey with three components: the effects of TAKS on the student and family, the effects of TAKS on how students spend time outside of school, and parent attitudes about TAKS as a fair measure of achievement. A series of three one-way ANOVAS was used, comparing each independent variable (family, time, and fairness) to a series of dependent variables (gender, race, and attendance at a Title I school) to look for variability between these groups in their attitudes towards the independent variables. The results indicated that many parents perceive that the TAKS affects their families by causing their child and other family members to express concerns about passing the test and by causing the parent to worry about how their child is reacting to the pressures of the test. Parents perceived that the TAKS test affects how much time students spend playing with friends as well as watching television or movies. Many parents did not agree that TAKS is a fair measure of student achievement for their child or other children. The ANOVAs indicated statistically significant findings among race groups and their scores on “family” and “fairness.” Asian/Pacific Islander parents indicated significantly less effect of TAKS on their student and family than did white parents. Asian/Pacific Islander parents also perceived TAKS as fairer measure of student achievement than did white parents. As well, Hispanic parents also perceived TAKS as a fairer measure of student achievement than did both white and Black/African American parents. Findings indicate that perhaps schools and teachers would be surprised to discover the amount of stress TAKS is causing families and students, particularly those at risk for failure as well as those groups that might not have previously been thought to “care” about school. The level of negativity caused by TAKS appears to be an undesirable unintended consequence of the assessment system, so educators may want to reconsider their policies and practices for TAKS-related parent engagement, homework, and test preparation.Item Teacher Absenteeism(2011-05) Holloway, Patricia; Freiberg, H. Jerome; Warner, Allen R.; Ruban, Lilia; Westfall, DawnThe purpose of this study is to analyze selected factors that affect the absenteeism of secondary public school teachers. The literature suggests several possible variables are related to absenteeism. The most prominent variables identified were demographic factors, job satisfaction, and organizational climate. Teacher absenteeism is an important financial and educational issue for districts as it potentially impacts financial conditions, work place morale, student truancy, and student achievement (Bowers, 2001; Rosenblatt & Shirom, 2004; Woods & Montagno, 1997). The three research questions to be examined are: Question I. What are the characteristics of why teachers are absent? Question II. What are the study district’s financial costs associated with teacher absenteeism? Question III. What are the differences in teacher absenteeism by core content areas (English, math, science, and social studies) taught at the high school level (9-12)? The sample for this study was high school teachers in grades nine through twelve in large suburban southwestern school district in the Houston area. There are eleven high schools with 1,414 full-time teachers employed. The research design used a of Likert scale on-line survey ”Teacher Absenteeism” from the participants and archival data from the study district. The survey data uses descriptive statistics. Additionally, archival data from the study district determined expenditures for hiring substitutes, training of substitutes, and staff to support substitutes and financial implications for school districts budgets. In the 2009-2010 school year the cost of substitutes in the study district cost was $4,300,000. The administrative cost each year starting with 2008, 2009, and ending in 2010, averages $158,000 per year with an average administrative cost per campus of $2,164 each school year. The study school district was asked to provide teacher archival attendance data for the entire district as well as by grade level (9–12) in English, math, science, and social studies for comparisons. The study explored district wide teacher absences by month and by year, and compared the results to the years preceding and the following school years. The study high schools days of absence (n = 4,231) for 2010 compared to the study district’s days of absence (n = 39,552.5) accounts for 11% of the number of days teachers took in the year. The study high schools in 2010 reduced their days of absence (n = 4231) by 64% from 2009 (n = 11,796). The change may be associated with the a Reduction in Force that occurred in 2010.The district implemented an attendance policy each employee signed two weeks before the end of the school year displaying the numbers of absence. The results for the study show February, April, May, October, and November as having the highest number of teacher absences for the years of 2008-2010. The examination into the perceptions of teachers has important educational implications for all teachers and educational leaders. The study advances our understandings of the financial implications teacher absenteeism places, on budgets, and resources. The findings provide insight into the extent that money spent on substitutes could be placed back into classrooms or add teaching positions in schools. The study advances our knowledge and understandings of teacher absenteeism by core subject areas English, math, science, and social studies) in the high school (9-12) and its potential for determining patterns of absenteeism by departmental core content areas. References: Bowers, T. (2001). Teacher Absenteeism and Ill Health Retirement: a review. Cambridge Journal of Education, 31(2), 135-157. Rosenblatt, Z., & Shirom, A. (2004). Predicating teacher absenteeism by personal background factors. Journal of Educational Administration, 43(2), 209-225. Woods, R. C., & Montagno, R. V. (1997). Determining the Negative Effect of Teacher attendance on student achievement. Education 118, 307-316.Item Teacher Perceptions on Standards-Based Grading: How Standards-Based Grading Can Bring Equity to All(2023-12) Wright, Michelle Pauline Chang; Hutchison, Laveria F.; Reis, Nancy; Tyson, Eleanore; Westfall, DawnBackground: The traditional grading system and practices have remained largely unchanged since the late 1800s, yet school districts have continued to implement these traditional numerical grading practices. Standards-based grading is an alternative non-traditional way of grading that has begun to make its way into some schools. Standards-based grading practices and systems focus on student mastery around a specific concept or skill, and also focuses on students’ product, process, and performance. It is essential that we explore different types of grading as our world continues to adapt and change. Purpose: This qualitative case-study learned about elementary school teachers’ perceptions of standards-based grading and how it considers equity for all students. The research question that guided this case-study was: What are elementary school teachers’ perceptions on standards-based grading and how does it consider equity for all students? Method: This qualitative case study consisted of data gathered from six elementary school teachers from a large suburban public school district in the southwest region of the United States outside of a major city in Texas who have used or are using standards-based grading in their instruction. The data sets were collected through semi-structured interviews and one focus group session. Questions were structured around the perceptions of equitable grading and the use of standards-based grading. In addition, the researcher kept a field journal for triangulation purposes. All sessions were recorded and transcribed using Microsoft Teams. Data collected through the interviews and focus groups were analyzed, coded, and triangulated for emerging themes. Results: There were three cycles of coding. The first cycle of coding was through hand coding of repeated phrases and words from these sessions that yielded eight emerging initial codes and 10 sub-codes. The second cycle of coding included 12 specific codes such as consistency, differentiation, multiple opportunities, feedback, and clarity. The third cycle of coding used in vivo coding triangulated with the first two cycles of coding and aligned to the Equity Framework from Feldman (2019). These results indicated that equitableness within standards-based grading is framed around clarity, tools, specific feedback, opportunities, the learning environment, and conversations. Participants shared their experiences in implementing standards-based grading on their campuses. Team planning around specific opportunities and student tools helped to bring clarity to the standards. Intentional feedback and multiple opportunities for mastery allowed for equitableness. Conclusion: School districts and administrations should consider the alignment and messaging around grading and reporting from district-level administrators to campus administrators, to classroom teachers and support staff. School districts and administration should also consider professional development opportunities to ensure calibration and understanding among campus leadership, campus level teams and campuses district-wide to have a broader impact on student learning and achievement.