Over the past 10 years, schools and teachers in a large Maryland school district had begun adjusting grading practices based on research supporting no zeros (minimum 50%) and reteach/redo models. Mathematically, in a 100-point scale, a zero unfairly skews a student’s grade. Furthermore, the reteach/redo reduces punishment for taking longer to learn something. In an effort to standardize practices, the district changed grading policies and regulations associated with them.
This phenomenological qualitative study investigated changes in middle school English teacher beliefs and perspectives as well as teacher perception of middle school students’ motivation and learning. Twenty-five middle school English teachers from 11 schools participated. Of the 25 teachers, 24 of them reported having changed their classroom practices along with the grading policy and team leadership. Twenty-two teachers reported seeing positive effects on all students, but especially those with special needs, English learners (EL), and those students eligible for free and reduced meals. Most teachers in this study reported that they did not assign zeros. The few that did (3) feel conflicted with the new policies and stated that the policies encourage laziness.
Teacher practices did not differ based on the populations served. The practices were more connected to teacher beliefs about the purpose of grades. The results of this study support the use of the no zero (minimum 50%) and reteach/redo to support middle school students as they transition from a nurturing elementary classroom setting to a more competitive secondary school setting.
|Commitee:||Mark, Fenster, Dupuis, Juliann, Dwyer, Patricia, Slear, Sharon, Thrift, Gary|
|School:||Notre Dame of Maryland University|
|Department:||Department of Education|
|School Location:||United States -- Maryland|
|Source:||DAI-A 82/1(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Behavioral psychology, Education Policy|
|Keywords:||Grading practices, Motivation, Policy, Student achievement, Teachers' perceptions|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be