Abstract/Details

An examination of the relationship between the frequency of assessment methods used by Nebraska middle school science teachers and teacher's gender, membership on an interdisciplinary team, size of school, training in assessment, and years of teaching experience


2005 2005

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Abstract (summary)

The purpose of this study was to determine if there is a relationship between middle level teacher's gender, teacher's membership on a middle level interdisciplinary team, size of school, training in assessment practice, and years of teaching experience and the frequency of assessment methods used in the middle level science classroom.

A total of 149 eighth grade science teachers from 83 middle school buildings in 54 Nebraska school districts were mailed surveys. Teachers indicated the frequency of their use of assessment methods. Comparisons were made between the independent variables (gender, interdisciplinary teaming, school size, assessment training, and years of teaching experience) and the dependent variable (frequency of assessment methods).

Analysis of the data revealed the following findings: (1) There was a statistically significant relationship between teacher gender and the frequency of assessment methods used in the middle level science classroom. (2) There was no statistically significant relationship between the teacher's membership on a middle level interdisciplinary team and the frequency of assessment methods used in the middle level science classroom. (3) There was no statistically significant relationship between the size of school and the frequency of the assessment methods used in the middle level science classroom. (4) There was no statistically significant relationship between the middle level teacher's training in assessment and the frequency of assessment methods used in the middle level science classroom. (5) There was no statistically significant relationship between the middle level teacher's years of experience and frequency of assessment methods used in the middle level classroom.

Indexing (details)


Subject
Secondary education;
Educational evaluation
Classification
0533: Secondary education
0288: Educational evaluation
Identifier / keyword
Education; Assessment methods; Gender; Interdisciplinary team; Middle school; Nebraska; School size; Science teachers
Title
An examination of the relationship between the frequency of assessment methods used by Nebraska middle school science teachers and teacher's gender, membership on an interdisciplinary team, size of school, training in assessment, and years of teaching experience
Author
Brabec, Marla E. Cohee
Number of pages
127
Publication year
2005
Degree date
2005
School code
0138
Source
DAI-A 66/06, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780542210907, 0542210908
Advisor
Arth, Alfred A.
University/institution
The University of Nebraska - Lincoln
University location
United States -- Nebraska
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3180797
ProQuest document ID
305454682
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305454682
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