Date of Award

Spring 4-25-2019

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Robert Steffes

Second Advisor

Dr. John Long

Third Advisor

Dr. Roger "Mitch" Nasser

Abstract

This mixed-methods phenomenological study examined a sample of grade 7 through 12 core content area teachers at four Missouri school districts. This study investigated the patterns linking demographic characteristics of teachers and grading practices. These practices were cross-referenced to the level of implementation of bestgrading practices as it pertained to the amount of time and support systems a district provided for its teachers. The teachers in this study responded to a survey and provided insight regarding their grading practices. The purpose of the survey was to collect demographic information on the teachers, information on the academic and non-academic factors included in their grading practices, and information pertaining to the amount of time and support systems their districts provided to facilitate implementation of bestgrading practices. Interviews with the teachers provided further insight into their grading practices. This study was derived from the beliefs that teachers can serve as agents of change in schools and that sustainable reform in grading practices benefits all stakeholders within the educational community. This study looked at grading practices from the teachers’ perspectives to provide possible direction and support for schools that sought to implement best-grading practices and ensure fair and accurate grading.

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