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Transcendental phenomenology was used in this study to examine the lived experiences of novice eighth-grade math and science teachers as they prepared their students for the Minnesota Comprehensive Assessments during the COVID-19 pandemic occurring throughout the 2020-2021 academic year. It is unknown what the next extreme disruption may be. Understanding the essence of novice math and science teachers' experience in readying their students for high-stakes standardized testing during an extreme disruption, such as a global pandemic, will provide essential insights for teacher preparation programs, school district leaders, and state leaders. This study included 11 novice eighth-grade math and science teachers in southern Minnesota. The data was analyzed using the Modified-Stevick-Colaizzi-Keen Method. Key results include the identification of five themes: (a) Uncertainties surrounding the testing process; (b) Refining for surviving; (c) Challenges surrounding the differing learning models, (d) Adapting and evolving in unfamiliar territory; and (e) Learning to persevere within their new environment. The essence of the experience was extrapolated and distilled from the voices of 11 novice teachers. The uncertainties surrounding the testing process made it imperative to pare-down and hone-in on the relevant curriculum. The challenges of shifting through the differing learning models made adapting and evolving in the unfamiliar territory a must which led to persevering within the new environment, alleviating the stress and anxiety levels of both teachers and students.