ERIC Number: ED405352
Record Type: Non-Journal
Publication Date: 1996-Feb
Reference Count: N/A
The Impact of Kentucky State Testing on Educational Practices in Kentucky Public Schools.
Din, Feng S.
The impact of Kentucky state testing on educational practices in Kentucky public schools was investigated via a survey study. Randomly selected urban and nonurban teachers and principals (4 groups, N=180) throughout the state participated in the survey. Findings indicate that this state testing program has substantial impact on educational practices in Kentucky public schools, specifically on: (1) the selection of instructional objectives; (2) subject matters; (3) instructional content and strategies; (4) curriculum planning; (5) focus of learning content; (6) adoption of classroom testing approaches; (7) students' learning effort; (8) the content of teacher inservice training; and (9) teachers' and principals' work lives. The responses of the two teacher groups were correlated to each other, and so were those of the two principal groups. The findings also suggest that under the present statewide educational reform movement, a trend is forming for educational practices in Kentucky public schools. Educators in Kentucky are working hard to align their practices to the challenges related to state testing. An appendix contains the survey questionnaire. (Contains 3 tables and 40 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky