University of Northern Iowa UNI ScholarWorks Electronic Theses and Dissertations Graduate College 2007 What happens when veteran and beginner teachers' life histories intersect with high-stakes testing and what does it mean for learners and teaching practice: The akm ing of a culture of fear Shelly L. Counsell University of Northern Iowa Copyright ©2007 Shelly L. Counsell Follow this and additional works at: https://scholarworks.uni.edu/etd Part of the Educational Assessment, Evaluation, and Research Commons Let us know how access to this document benefits oy u Recommended Citation Counsell, Shelly L., "What happens when veteran and beginner teachers' life histories intersect with high-stakes testing and what does it mean for learners and teaching practice: The akm ing of a culture of fear" (2007). Electronic Theses and Dissertations. 754. https://scholarworks.uni.edu/etd/754 This Open Access Dissertation is brought to you for free and open access by the Graduate College at UNI ScholarWorks. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of UNI ScholarWorks. For more information, please contact [email protected]. WHAT HAPPENS WHEN VETERAN AND BEGINNER TEACHERS’ LIFE HISTORIES INTERSECT WITH HIGH-STAKES TESTING AND WHAT DOES IT MEAN FOR LEARNERS AND TEACHING PRACTICE: THE MAKING OF A CULTURE OF FEAR A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Approved: Dr. Robert Boody, Committee Co-Chair Dr. Christopher Kliewer, Committee Co-Chair Dr. Rheta DeVries, Committee Member Dr. Amy Staples, Committee Member Dr. John Smith, Committee Member Dr. Martha Reineke, Committee Member Shelly L. Counsell University of Northern Iowa December 2007 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3298305 INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. ® UMI UMI Microform 3298305 Copyright 2008 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Copyright by SHELLY L. COUNSELL 2007 All Rights Reserved Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. WHAT HAPPENS WHEN VETERAN AND BEGINNER TEACHERS’ LIFE HISTORIES INTERSECT WITH HIGH-STAKES TESTING AND WHAT DOES IT MEAN FOR LEARNERS AND TEACHING PRACTICE: THE MAKING OF A CULTURE OF FEAR An abstract of a Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree Doctor of Education Approved: Dr. Robert Boody, Committee Co-Chair Dr. Christopher Kliewer, Committee Co-Chair Dr. Sue Joseph Dean of Graduate College Shelly L. Counsell University of Northern Iowa December 2007 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ABSTRACT This qualitative study explored the phenomenon of what happened as Florida’s high-stakes accountability system intersected with a beginning and veteran teachers’ life histories and different stocks of lifeworldly knowledge at demographically different lifeworld communities. Habermas’ (1987) theory of communicative action was used as the theoretical framework to explore what the teachers’ responses meant for learners and teaching practice. The research purpose of this study (emphasizing an interpretive approach) sought to gain insights and understandings regarding the phenomenon specifically. The practical purpose (according to critical theory) was to then use the insights gained (enlightenment) in order to contemplate the kinds of steering media and mechanisms needed to support teaching practice (emancipation) that can best satisfy the system (accountability) rationale to increase educational opportunities for all learners regardless of need. Three overarching themes central to learners and teaching practice emerged from the data obtained from interviews, classroom observations, and student products: (a) the greater the lifeworld needs of the school community (e.g., high mobility rate, low socio-economic status) the greater the response in terms of instructional and curricular accommodations designed to increase FCAT test scores; (b) the greater the colonization of the lifeworld perspective by Florida’s accountability system rationale, the greater the likelihood that various social actors experienced fear in relation to FCAT; and (c) school reform efforts both past and present (including Florida’s high-stakes accountability system) have consistently resulted in less educational opportunity for those learners who need it the most. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. DEDICATION This work stands as a tribute to the unrelenting love and support of my husband, Ron Counsell, whose belief in me has been unfailing; the personal sacrifices made by my family, and the relentless source of unconditional love and inspiration provided by my daughters, Kimberly and Kristen, throughout the course of this journey; and my own unwavering faith in God that has compelled me to continue forward. It has been my sheer determination to fulfill His plan in order to glorify Him as I pursue social justice for all learners within public education today that has been my greatest source of courage, strength, and conviction needed to finish in spite of the obstacles and struggles I have faced. This journey and quest for social justice was only made possible due to the willingness of courageous men, women, and children who participated in this study, placing their own lifeworld experiences in plain view for all to see in order that their voices can be heard and their firsthand experiences shared so that others can know and understand what Florida’s high-stakes testing culture has meant for them. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGEMENTS I would begin by expressing my most sincere appreciation for the hard work and dedication of my entire dissertation committee under the leadership of my co-chairs, Dr. Robert Boody and Dr. Christopher Kliewer. Both co-chairs have afforded me a great deal of their time, energy, and talents needed to guide and facilitate the successful completion of my dissertation. Dr. Robert Boody has been a constant source of inspiration and encouragement even from the earliest origins of my dissertation, beginning with my pilot study in 2004. He has patiently nurtured my professional growth and the scholarship needed for me to challenge my theoretical and philosophical thinking and understanding about learners and instruction, throughout the course of this journey. His contributions to my understanding of qualitative research and methodology as well as his own command of educational theory and philosophy have been crucial in assisting me in my interpretation and application of Habermas’ theory of communicative action as the theoretical framework for my study. His overall contributions have been immense and his support and belief in my potential as a researcher, and scholar has meant everything. Dr. Christopher Kliewer joined my committee at a critical time, generously agreeing to collaborate as my co-chair. His own extensive background as a qualitative researcher has added great depth and expertise to my increased understanding and application of qualitative research and methodology. He has been a continuous source of encouragement and support that has contributed a great deal to my confidence as a researcher and scholar. Together with Dr. Boody, both co-chairs have generously allowed Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. me the intellectual freedom needed to construct new meanings and understandings in the design, implementation, and interpretations of this study. Dr. Rheta DeVries has been an ongoing source of comfort and strength throughout my doctoral experience. While many have guided my professional growth and scholarship, none has made me think more directly, deeply, or meaningfully about the very act of thinking itself than Dr. DeVries. Conceptualizing what it means to not only “think,” but to think deeply has proven critical and essential to my own understanding and interpretation of the data in this study, as I drew additional insights regarding learners and instruction within high-stakes testing cultures. Her relentless faith in me has meant more than I can say. Dr. Amy Staples has been a constant source of common sense wisdom and advice on many fronts and has kept me grounded in my own efforts to grow in my understanding of research and scholarship. She exemplifies collegiality in her willingness to collaborate, partner, and support the growth and development of others. Her practicality is