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dc.contributor.authorBattistone, William A. Jr.
dc.date.accessioned2019-06-27T19:41:18Z
dc.date.available2019-06-27T19:41:18Z
dc.date.issued2017
dc.identifier.urihttp://hdl.handle.net/2092/2156
dc.description228 leavesen_US
dc.description.abstractABSTRACT Problem: There is an existing cycle of questionable grading practices at the K-12 level. As a result, districts continue to search for innovative methods of evaluating and reporting student progress. One result of this effort has been the adoption of a standards-based grading approach. Research concerning standards-based grading implementation has resulted in an abundance of strategies to change existing practices used by educators. Very little attention has been given to the experience of new educators, who are still developing their educational pedagogy and practice for the first time. Procedures: This hermeneutic phenomenology (Heidegger, 2008; Van der Zalm & Bergum, 2000) explored the lived experience of 11 first or second year teachers in districts currently utilizing a standards-based grading approach. The research question for this study was: What is the lived experience of first or second year K-12 educators in districts using standards-based grading policies? This overarching research question was supported by five supporting subquestions, which utilized Senge’s (2006) Five Disciplines of the Learning Organization as a conceptual framework. Purposeful, criterion, and stratified purposive sampling were all used for recruiting participants for this study (Creswell, 2014; Salmons, 2010; Van der Zalm & Bergum, 2000). Data was collected using a three-interview approach recommended by Seidman (2013), including life history, details of experience, and reflection on the meaning. Additional data gathered included supplemental materials and researcher reflections. The data analysis process included coding, triangulation, member-checking, and inter-coder agreement. Findings: Findings were communicated in a descriptive and interpretive method, in order to gain understanding of a specific phenomenon (Heidegger, 2008; Van der Zalm & Bergum, 2000). Data analysis resulted in the following findings: (a) inconsistencies with grading and assessment preservice training, (b) student teaching experiences, (c) professional development practice concerning grading and assessment, (d) focusing on connections with students, (e) navigating the traditional K-12 assessment model, (f) experiences of new teachers as K-12 students, (g) grading based on standards, (h) inconsistencies in SBG implementation, (i) balancing theory and practice, (j) the role of mentors, (k) the function of PLCs, (l) the role of new educators on teacher teams, (m) the responsibility of teachers to grade student work, (n) holding students accountable for their work, and (o) translating a number to a letter grade. Conclusions: Varying experiences in preservice programs, the presence of a mentor, a lack of consistent SBG implementation, and fundamental misunderstandings of the standards-based grading system create a unique lived experience for the new educators. Recommendations: Preservice programs should be providing more specific training for new educators in the areas of assessment and grading. Preservice educators would benefit from more explicit instruction concerning assessment and grading; specifically, preservice programs should explore implementing a specific assessment and grading course. Districts that are currently utilizing a standards-based model should ensure consistent implementation of SBG building and district-wide, as well as adopt a competency-based professional development model for their teachers concerning grading and assessment practice. It is essential for districts to consistently and accurately communicate the rationale for SBG to their respective faculties.en_US
dc.language.isoen_USen_US
dc.publisherDrake Universityen_US
dc.relation.ispartofseriesDrake University, School of Education;2017
dc.titleA Phenomenological Study on The Lived Experience of First and Second Year Teachers in Standards-Based Grading Districtsen_US
dc.typeThesisen_US


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