Transcript Research Proposal Part II Creating a NAEP Teacher

Research Proposal Part II
Creating a NAEP Teacher
Questionnaire
Ashley Singer
ARE 6905-001
March 26, 2013
Purpose
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Teachers demand for creating applications
from results
Add more value and clarity to existing NAEP
testing by addressing the lack of teacher
questionnaire in the visual arts assessment
that is present in nearly all other NAEP
subjects.
Why it's important...
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Exists as a result of lack of lucidity that accompanies NAEP
visual arts assessment data
Nothing offers possible explanations for results
Teachers are left to interpret the numbers without guidance
Add some context to the data
Be able to see what is current or trending in the classroom
What could be lacking in their curriculum
What is proving successful in their practice
Universities and schools could use to see what educator
training programs have been successful in equipping teachers
for their fields
What teachers may be lacking in their classrooms and how to
give it to them
Research Questions
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How can NAEP clarify the results of the visual arts
assessment by adding a teacher questionnaire with common
practice and teacher background similar to existing teacher
questionnaires of other subjects?
How can the demographic and background information be
applied to understanding knowledge and experience as well
as hiring trends?
Do the findings suggest certain training and specialties lead
to classroom achievement?
What areas of art education are being concentrated on and
what areas are being neglected?
How could we take the results to further develop a NAEP
curriculum and understand best practices?
Review of Literature
Introduction to the Symposium on the "NAEP 1997 Arts Report Card."
(Lehman, 1999)
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Reinforces the inclusion of visual arts within the basic disciplines of
curriculum
Demonstrates that art is not too subjective to actually test
Demonstrates that there are specific measurable skills and knowledge that
can be taught and learned
“Finally, the arts assessment reminds us once again that arts education is for
all students, not just for the talented. No one has suggested that math or
science should be taught only to students with talent in those disciplines. The
arts, similarly, provide long-term benefits that are important for every
student. Experience has demonstrated to arts educators that all children can
learn basic arts skills and knowledge, provided that they begin instruction
early enough.”
Review of Literature
Questionnaires for Students, Teachers, and Schools
(NAEP, 2012)
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According to the NAEP website “most NAEP
assessments” are collected with a series of four
questionnaires
o Include ones for students, teachers, schools, and
students with disabilities and English language
learners
One of the subjects without a teacher questionnaire is
visual arts
Review of Literature
The National Assessment in the Visual Arts
(Eisner, 1999)
•Originally meant to be a low-stakes, “temperature taking exercise”
o little use if we cannot read the symptoms or diagnose the
causes
Test scores need interpreting
o the ability of deciphering that information depends “not only
the sophistication in the methodology of testing, statistics, and
in the test's content, it requires an understanding of why
something has educational and not merely statistical
significance”
o the common education practitioner often has difficulty
gleaning consequence and meaning from the scores
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Review of Literature
(Eisner continued)
•If
we presume that teachers comprehend all of the abundant
knowledge in order for their students to succeed, we must ask what
we know about the teachers we are talking about in the first place
•If we want to make serious improvements in student achievement,
then we need to use test scores beyond understanding how a
student performed on the assessment and resources
o also examine school culture and structure
•“Test performance, like paintings, needs to be ‘read,’ not only seen.
Information needed to give test scores a deep reading is very
limited”
o again addresses the basis for this research.
Review of Literature
The Unevenness of Arts Education Policies
(Hatfield, 2007)
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Despite the recent NAEP testing, little is known not only about if students are
truly reaching standards
o doesn't tell us whether the subjects could better curricula and instruction
No way to tell if state standards or NAEP standards are being taught in the
classrooms
Need to have quality teachers in the visual arts education setting
o recent study - “revealed that untrained people do not simply walk into
classrooms and become successful” prepared and certified teachers are
more successful than the untrained ones
o more effective in their classrooms
If all these results are true, it would seem essential to discover the connections
between that information and NAEP data.
Review of Literature
NAEP and policy: Chasing the tail of the assessment tiger
(Diket & Brewer, 2011)
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While we can openly review NAEP results, “the formal reports do not
define problems or formulate approaches for improvement in the
subject”
Information in the student questionnaire includes "aptitude and
attitudes in visual art, specifics of in-school media availability,
pedagogical delivery, and student perceptions of teacher attributes”
o students are asked about their teachers, but nothing is asked of the
teachers
test results only leave readers with “value without clarity”
Correlations could be developed, trends viewed, and applications
established that give more value and more clarity
Methodology
Population
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Similar to NAEP sample selection
Need to be directly related to the test results
o teacher questionnaires must match up with NAEP participants’
classrooms, schools, districts, etc.
NAEP participation is entirely voluntary
o teacher survey would also be voluntary
o no way to accurately forecast who will be undergoing the research
and how they represent the actual population of the United States
visual arts classroom
NAEP visual arts exam only covers eighth grade students
o only be administered to corresponding eighth grade teachers of the
visual arts program
Methodology
Procedures
• Similarly follow NAEP testing to adhere to procedural protocol
• Teachers will be given a general background questionnaire and a subjectarea specific questionnaire
o consists of a series of select-response questions
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Teachers will mark their answers in their booklet or record answers online
as accurately as possible
Once the survey is finished the online answers will be saved or the booklet
can be given to the NAEP school coordinator
Methodology - Descriptive/Quantitative
o used to look for trends and graph opinions, facts and demographic
data
o used to make recommendations for classroom application
o could prove to be effective information for correlation tests
References
Diket, R. M., & Brewer, T. M. (2011). NAEP and policy: Chasing the tail of the assessment tiger. Arts Education Policy
Review, 112(1), 35-47. Retrieved
from http://www.informaworld.com.ezproxy.lib.ucf.edu/openurl?genre=article&id=doi:10.1080/10632913.2011.
518126
Eisner, E. W. (1999). The national assessment in the visual arts. Arts Education Policy Review, 100(6), 16-20. Retrieved
from
http://ezproxy.net.ucf.edu/login?url=http://search.ebscohost.com.ezproxy.net.ucf.edu/login.aspx?direct=true&d
b=eric&AN=EJ624037&site=ehost-live
Hatfield, T. A. (2007). The unevenness of arts education policies. Arts Education Policy Review, 108(5), 9-13. Retrieved
from
http://ezproxy.net.ucf.edu/login?url=http://search.ebscohost.com.ezproxy.net.ucf.edu/login.aspx?direct=true&d
b=eric&AN=EJ771257&site=ehost-live;
http://heldref.metapress.com.ezproxy.net.ucf.edu/openurl.asp?genre=article&id=doi:10.3200/AEPR.108.5.9-14
Lehman, P. R. (1999). Introduction to the symposium on the "NAEP 1997 arts report card.". Arts Education Policy
Review, 100(6), 12-15. Retrieved from
http://ezproxy.net.ucf.edu/login?url=http://search.ebscohost.com.ezproxy.net.ucf.edu/login.aspx?direct=true&d
b=eric&AN=EJ624036&site=ehost-live
National Assessment for Educational Progress (NAEP). (2012). Questionnaires for Students, Teachers, and Schools.
Retrieved from http://nces.ed.gov/nationsreportcard/bgquest.asp