Abstract

This study sought to uncover how the annual Florida School Report Card influences secondary English Language Arts (ELA) teachers’ self-efficacy and perceptions of student writing. The study’s findings suggested that ELA teachers’ self-efficacy may be indirectly influenced by the School Report Card. The participants in this study suggested that they do not feel totally capable of applying the information learned from the School Report Card to their own classrooms. The teachers who participated in the study also reported that they have low outcome expectations when interacting with the School Report Card. They do not believe that their actions can influence the School Report Card, and suggested that they see the school grade as a moving target with changing rules they may not be able to keep up with. The School Report Card was not suggested to directly impact the participants’ perceptions of student writing. Instead, the data suggested that a variety of internal and external factors influence the way teachers perceive their students’ writing quality. Finally, most of the participants suggested that they view the school grade as an unfair measure of achievement, and a tool that does not take into account the quality of the learning in the school and represents the school poorly. Cultural Historical Activity Theory (CHAT) was used to situate these findings and gain a better understanding of how the School Report Card functions as a tool for teachers and administrators.

Thesis Completion

2016

Semester

Fall

Thesis Chair/Advisor

Olan, Elsie L.

Degree

Bachelor of Science (B.S.)

College

College of Education and Human Performance

Department

Teaching, Learning, and Leadership

Degree Program

English Language Arts Education

Location

Orlando (Main) Campus

Language

English

Access Status

Open Access

Length of Campus-only Access

1 year

Release Date

12-1-2017

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