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ERIC Number: EJ931152
Record Type: Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-1942-3497
Beliefs and Instructional Practices among Secondary Teachers within Selected High- and Low-Performing High Schools
Peabody, Dayle
Florida Journal of Educational Administration & Policy, v4 n2 p181-192 Spr 2011
Previous research has demonstrated a correlation between student demographic factors and standardized test scores in Florida. The researcher examined the impact teacher beliefs and instructional practices had on students' performance on Florida Comprehensive Reading Assessment Test in 10th grade. Teachers at four schools with a majority of at-risk students were observed and interviewed. Findings showed that teachers at high performing schools emphasized learner-centered teaching and teachers at low performing schools emphasized teacher-centered behaviors. These findings suggest that there is a positive relationship between student-centered learning and Florida Comprehensive Reading Assessment Test performance, and a negative correspondence between Florida Comprehensive Reading Assessment Test emphasis and student success. (Contains 3 tables.)
University of Florida, Department of Educational Administration and Policy. P.O. Box 117049, Gainesville, FL 32611. Tel: 352-273-4332; Fax: 352-846-2697; e-mail: FJEAPinfo@gmail.com; Web site: http://education.ufl.edu/Leadership/FJEAP/index.html
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Assessments and Surveys: Florida Comprehensive Assessment Test