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The Influence of High-Stakes Testing on Teacher Self-Efficacy and Job-Related Stress
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Gonzalez, Alejandro; Peters, Michelle L.; Orange, Amy; Grigsby, Bettye – Cambridge Journal of Education, 2017
In the United States, teachers' job-related stress and self-efficacy levels across all grades are influenced in some manner by the demands of high-stakes testing. This sequential mixed-methods study aimed at examining the dynamics among assigned subject matter, teacher job-related stress, and teacher self-efficacy in a large south-eastern Texas…
Descriptors: High Stakes Tests, Self Efficacy, Stress Variables, Teacher Surveys
A Mixed-Method Analysis of the Alignment of Title I Achieving Schools' Professional Development to NCLB Professional Development Provisions
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Quinn, Kerry – ProQuest LLC, 2013
The improvement of schools has been a central discussion among educators, legislators, and stakeholders, with professional development being acknowledged as a fundamental topic for the success of the education system. Studying the alignment of professional development programs provided at Title I Achieving schools to NCLB research based…
Descriptors: Mixed Methods Research, Alignment (Education), Faculty Development, Educational Legislation
What Are Teacher Attitudes toward the Response to Intervention Model as Implemented in Middle Georgia School Systems?
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Russ, Deborah Daniel – ProQuest LLC, 2012
Response to Intervention (RTI) is an initiative first outlined by the federal government in the No Child Left Behind Act (2001) and the Individuals with Disabilities Improvement Act (2004). The purpose of the model is twofold: to address the needs of struggling students with research-based interventions and regular progress monitoring and to…
Descriptors: Teacher Attitudes, Response to Intervention, Models, Program Implementation
Supplemental Educational Services as a Component of No Child Left Behind: A Mixed-Method Analysis of Its Impact on Student Achievement
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Muñoz, Marco A.; Ross, Steven M.; Neergaard, Laura L. – Planning and Changing, 2009
The mixed-method study presented in this article evaluated the effects of Supplemental Educational Services (SES), a federally mandated component of No Child Left Behind, on student achievement in Jefferson County (KY) Public Schools. SES provides free tutoring outside of school to disadvantaged students who attend Title I schools in their third…
Descriptors: Supplementary Education, Mixed Methods Research, Academic Achievement, Educational Legislation