University of Illinois Urbana-Champaign

How mandated student assessment programs affect kindergarten teachers: Two steps forward, three steps backward

Hartman, Jeanette Allison

This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.

Permalink

https://hdl.handle.net/2142/21696

Description

Title
How mandated student assessment programs affect kindergarten teachers: Two steps forward, three steps backward
Author(s)
Hartman, Jeanette Allison
Issue Date
1991
Doctoral Committee Chair(s)
Katz, Lilian G.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • Education, Administration
  • Education, Early Childhood
  • Education, Curriculum and Instruction
Language
eng
Abstract
  • This study presents kindergarten teachers' testimonies regarding mandated student assessment programs. The research is framed around a social organization of schools perspective, and also examines teachers' task conceptions.
  • "The findings suggest that teachers had a range of responses about student assessment programs at the kindergarten level: Some remained autonomous regardless of the mandated student assessment program, others affiliated themselves with the student assessment program, and others wavered as to their opinions about the student assessment program. All teachers reiterated that there was ""much too much testing"" in kindergarten. Additionally, they spoke of informal assessment as being more developmentally appropriate for kindergartners. Regardless of philosophical orientation (i.e., academic or developmental), teachers described how mandated reforms, such as student assessment programs, restricted their task autonomy and discretion and their professional prerogative to meet kindergartners' needs in nonroutine ways."
Type of Resource
text
Permalink
http://hdl.handle.net/2142/21696
Copyright and License Information
Copyright 1991 Hartman, Jeanette Allison

Owning Collections

Graduate Dissertations and Theses at Illinois PRIMARY
Graduate Theses and Dissertations at Illinois
Dissertations and Theses - Education
Dissertations and Theses from the College of Education