Date of Award

Spring 5-15-2020

Document Type

Dissertation (799 registration)

Degree Name

Doctor of Education in Educational Leadership

Department

Graduate Studies

Committee Chair

Michael Coquyt

Abstract

This study serves to fill a gap in the research with regard to what we know about the actual implementation of rubrics in secondary classrooms. By discovering the connections between a secondary teacher’s content area and the ways they use and identify rubrics, this study begins the work of clarifying academic language and implementing practices that will be significant to the growth and development of all students. A qualitative case study, this research began with a survey that included responses from teachers in each core content area: mathematics, science, social studies, and language arts. Three hundred thirty-seven secondary teachers from the selected public-school districts were invited to participate in a survey about the ways they use and define rubrics in their own classroom. Of those, one volunteer from each of the core subject areas was chosen for a follow-up interview. Two conclusions were reached; a teacher’s purpose for using rubrics is connected to the benefits and limitations they associate with it and there is a connection between the state content standards and the ways that rubrics are used and defined in that discipline. Pragmatically, this study makes clear the areas of importance for the professional development of secondary teachers about best practices around rubrics. It also serves as a template for the future design of action research studies in school districts with similar demographics. Finally, it offers valuable information for higher education professors of preservice teachers to reflect on their curriculum as it pertains to the use of rubrics in every discipline.

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