Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

8-2018

Committee Chair or Co-Chairs

Dr. Virginia Foley

Committee Members

Dr. Don Good, Dr. John Boyd, Dr. Amy Malkus

Abstract

The focus of this quantitative study was to discover perceptions of pre-K and kindergarten teachers within public schools in Tennessee regarding the appropriateness of the student growth portfolio model. This study explored teachers’ perceptions of the appropriateness of the math standards, English language arts standards, and the scoring guide included within the SGPM. A quantitative survey was used to understand pre-K and kindergarten teachers’ perceptions of the appropriateness of the 2017-2018 student growth portfolio model. There were 16 pre-K teachers and 51 kindergarten teachers who participated in the survey. Single sample t-tests were used to analyze responses. Research indicated that pre-K teachers do perceive the counting and cardinality and measurement and data standards as appropriate for measuring student growth. There was not enough statistical data to infer that pre-K teachers perceive the geometry standards or ELA standards as appropriate for measuring student growth. The research found that kindergarten teachers do not perceive the math or the ELA narrative standards as appropriate for measuring kindergarten student growth. There was not enough statistical evidence to infer that kindergarten teachers perceive the ELA informative standards as appropriate for measuring student growth. The research indicated that pre-K and kindergarten teachers do not perceive the scoring guides for math and ELA as appropriate for measuring student growth. Through comparison of the survey results and development in early childhood it can be concluded that the standards included within the student growth portfolio model are appropriate; however, the scoring guides need to be revised to align with the standards for pre-K and kindergarten.

Document Type

Dissertation - Open Access

Copyright

Copyright by the authors.

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