Continuation Teachers' Perceptions of Grading Practices: A Qualitative Study
Saved in:
| Title: | Continuation Teachers' Perceptions of Grading Practices: A Qualitative Study |
|---|---|
| Language: | English |
| Authors: | Tobi Page |
| Source: | ProQuest LLC. 2023Ed.D. Dissertation, University of the Pacific. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 113 |
| Publication Date: | 2023 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Teacher Attitudes, Grading, Educational Practices, High School Teachers, Nontraditional Education, Student Centered Learning, High School Students, Continuation Students, Student Needs |
| ISBN: | 979-83-8083-065-2 |
| Abstract: | The history of grading practices is riddled with inequities, dating to the inception of the traditional grading system, which was designed to rank and sort. Despite expanding public education to include all members of society, traditional grading practices have yet to evolve in response to the growing demand for equitable and student-centered grading practices. Many alternative education schools have a non-traditional grading structure in response to the students' learning needs. With an understanding of the history and challenges of alternative education settings, this study sought to add the perceptions and practices of continuation high school teachers to the current body of research to help researchers and educators understand and expand equitable grading practices for students in continuation high schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30874759 |
| Accession Number: | ED640613 |
| Database: | ERIC |
| Abstract: | The history of grading practices is riddled with inequities, dating to the inception of the traditional grading system, which was designed to rank and sort. Despite expanding public education to include all members of society, traditional grading practices have yet to evolve in response to the growing demand for equitable and student-centered grading practices. Many alternative education schools have a non-traditional grading structure in response to the students' learning needs. With an understanding of the history and challenges of alternative education settings, this study sought to add the perceptions and practices of continuation high school teachers to the current body of research to help researchers and educators understand and expand equitable grading practices for students in continuation high schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
|---|---|
| ISBN: | 979-83-8083-065-2 |
