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ERIC Number: ED556414
Record Type: Non-Journal
Publication Date: 2013
Pages: 316
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-9516-5
The Impact of Standards-Based Reforms on the Art of Teaching: A Narrative Case Study of the Perceptions of Highly Effective Teachers in Grades 7-12
Thornton, Susan W.
ProQuest LLC, Ph.D. Dissertation, Mercer University
In the 12 years subsequent to the passing of No Child Left Behind (NCLB), the ensuing standards-based reforms (SBRs) have created multiple effects that have permeated every aspect of the educational process, and teachers have reported specific constraints being placed upon them as a result. Grounded in Eisner's (2002b) theory of aesthetic teaching and learning, the purpose of this qualitative narrative case study was to explore the impact of SBRs as perceived by highly effective teachers, specific to teaching style (Butler, 1984; McEwan, 2002), pedagogical practice (Alexander, 2004; Chapuis, 2003), and classroom climate (Adelman & Taylor, 2005; Kumar, 2007). This study was conducted to answer the following research question: To what extent have standards-based reforms impacted highly effective teachers' art of teaching? For this study, the "art of teaching" was defined as a reflective form of practice "informed by the imagination that employs techniques to select and to organize expressive qualities to achieve ends that are aesthetically satisfying" for both the learner and the teacher (Eisner, 2002a, p. 49). The following sub-questions were utilized to guide the research further: a) To what extent have standards-based reforms impacted the teaching style of highly effective teachers in a Middle Georgia school district? b) To what extent have standards-based reforms impacted the pedagogical practices of highly effective teachers in a Middle Georgia school district? c) To what extent have standards-based reforms impacted the classroom climate of highly effective teachers in a Middle Georgia school district? Using a narrative case study methodology, this dissertation investigated the perceptions of four teacher participants from grades 7-12 identified by colleagues as being highly effective based on ten characteristics outlined by McEwan (2002). Four types of data were collected from the research participants and included: 1) written responses to emailed questions; 2) collected documents; 3) teacher observations; 4) semi-structured, open-ended teacher interviews. Template analysis based on pre-established codes was used to analyze data, and the study's theoretical framework provided the themes with which data were interpreted. The impact of standards-based reforms as determined by the findings of this study suggest that as a result of increased government intervention in public education and the implementation of SBRs, these teacher participants have experienced a negative impact on their art of teaching. Stress, anxiety, fear, guilt, and a sense of powerlessness emerged as topics of concern among these participants. Future research concerning the experiences and perceptions of highly effective teachers in standards-based classrooms, particularly after implementation of the Common Core, is recommended. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001