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The beliefs of advanced placement teachers regarding equity and access to advanced placement courses: A mixed-methods study

机译：高级实习教师关于公平和参加高级实习课程的信念：混合方法研究

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摘要

This mixed methods study of teachers' beliefs about Advanced Placement (AP) equity and access policies occurred in Sunshine County School District, a large south Florida school district that has received accolades for leading the nation in access and equity in AP. Drawing on social reconstructionism, this study framed AP as an acceleration mechanism with the potential to increase students' prospects for social advancement. These policies have resulted in a more diverse classroom experience through nontraditional student participation in AP courses.;The purpose of this embedded case study was to examine the relationship between beliefs held by AP teachers in regard to the implementation of equity and access policies, as well as to what extent these beliefs may support or hinder the execution of such policies and procedures. The study occurred in three phases and consisted of document analysis, a survey, and interviews. Surveys collected from 176 AP teachers in the district yielded quantitative data on AP teachers' beliefs regarding equity and access and the subsequent implementation of equity and access policies. Qualitative data regarding beliefs surrounding equity and access policies and the potential challenges these policies may pose were collected through open-ended survey questions, document analysis, and interviews with eight teachers at two selected high schools representing the highest and the lowest access rates to AP in the district.;The findings indicated that AP teachers support equity and access policies in AP. Despite these beliefs, there is evidence that such policies are not implemented consistently across schools and particularly in science, technology, engineering and mathematics (STEM) related content areas. The analysis of both quantitative and qualitative data led to the conclusion that the historic tension between elitism and equity that surrounds the AP program currently is fueled primarily through state accountability measures. Implications and suggestions for future research are related to policy changes regarding the revision of the state of Florida grading system and district-level procedural changes in relation to the design of school-based professional development and development of clear AP pathways that support access among underrepresented students.
机译：这种混合方法的研究是关于教师对高等职业（AP）公平和获取政策的信念的研究，发生在阳光县学区，这是佛罗里达州南部的一个大型学区，因其在AP的获取和公平方面居全国领先地位而受到赞誉。利用社会重构主义，本研究将AP视为一种加速机制，有可能增加学生的社会发展前景。这些政策通过非传统的学生参与AP课程而带来了更加多样化的课堂体验。;该嵌入式案例研究的目的是研究AP教师在实施公平和获取政策方面持有的信念之间的关系，以及这些信念可能在多大程度上支持或阻碍了此类政策和程序的执行。该研究分为三个阶段，包括文档分析，调查和访谈。从该地区的176名AP教师收集的调查中得出了有关AP教师关于公平和获取以及随后实施的公平和获取政策的信念的定量数据。通过不限成员名额的调查问题，文档分析以及与两所选定的中学的八名教师的访谈收集了有关公平和获取政策的信念以及这些政策可能带来的潜在挑战的定性数据，这些数据代表了该州最高和最低的接入率。调查结果表明，AP教师支持AP中的公平和访问政策。尽管有这些信念，但有证据表明，这种政策在学校之间，尤其是在与科学，技术，工程和数学（STEM）相关的内容领域，并未得到一致实施。对定量和定性数据的分析得出的结论是，当前围绕AP计划的精英主义与公平之间的历史紧张关系主要是通过国家问责制加剧的。对未来研究的启示和建议与佛罗里达州州级评分系统的修订有关的政策变化以及与校本专业发展的设计以及明确的AP途径的发展有关的地区级程序变化有关，这些途径支持了代表性不足的学生的访问。

著录项

  • 作者

    Igualada, Mirynne O'Connor.;

  • 作者单位

    Florida Atlantic University.;

  • 授予单位 Florida Atlantic University.;
  • 学科 Education policy.;Educational administration.;Secondary education.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 194 p.
  • 总页数 194
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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