Dissertation/Thesis Abstract

Reading Assessment Practices of Elementary General Education Teachers: A Descriptive Study
by Bombly, Sarah Mirlenbrink, Ph.D., University of South Florida, 2013, 235; 3604341
Abstract (Summary)

In this descriptive study, I researched five elementary general education teachers’ reading assessment practices as they worked within the context of IDEA (2004), NCLB (2002) and Response to Intervention (RTI). My own connection to the classroom and reading assessment practices brought me to this research. I presented my personal and professional connection through vignettes about my own classroom assessment practices. Relevant literature on both the context and culture of assessment were pertinent to this research.

I used a qualitative design, specifically, Colaizzi’s (1978) method of phenomenological analysis. Data were three in-depth phenomenological interviews, relevant documents and artifacts, and use of a researcher reflective blog. I summarized the initial findings of this research through 10 clustered themes; shift of focus, ever changing accountability, independent efforts with data, collaborative efforts with data, working environment, interventions and reading assessment practices in action, authenticity in practice, lack of decision making power, teacher emotion, and teacher needs and wants and a composite narrative in order to describe the lived experience of these teachers reading assessment practices.

Implications from my research with regard to policy include a perceived incongruence between an RTI framework and the teacher evaluation system with regard to active collaboration. Those toward practice include difficulty with the day-to-day implementation of an RTI framework and the perception of a singular focus of RTI as disability determination. My recommendations for future research include an action research agenda designed to explore increased involvement of stakeholders such as students, parents and other school personnel.

Indexing (document details)
Advisor: Kleinhammer-Tramill, Patricia, Rodriguez-Campos, Liliana
Commitee: Cranston-Gingras, Ann, DeLuca, Christopher
School: University of South Florida
Department: Special Education
School Location: United States -- Florida
Source: DAI-A 75/03(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational tests & measurements, Special education, Literacy, Reading instruction
Keywords: Accountability, General education, Phenomenology, Progress monitoring, Reading assessment, Response to intervention, Teacher voice
Publication Number: 3604341
ISBN: 978-1-303-59855-5
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