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Dissertations / Theses on the topic 'Standards-based curricula'

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Published: 4 June 2021
Last updated: 11 February 2022

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1

Pettit, Annie. "THE IMPACT OF STANDARDS-BASED CURRICULA ON UNDERREPRESENTED GROUPS." Miami University Honors Theses / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1111087318.

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2

Bay, Jennifer M. "Middle school mathematics curriculum implementation : the dynamics of change as teachers introduce and use standards-based curricula /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953844.

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3

Wilborn, LaChelle Rachel. "Hospitality curriculum: a comparative assessment based on ACPHA standards." Thesis, Virginia Tech, 1994. http://hdl.handle.net/10919/43684.

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This is what experts are saying: African American students need a "dynamic curriculum" in order to gain the competitive edge over their peers (Marshall, 1992). Top educators and industry executives at the 1993 Annual CHRIE Conference stated that "hospitality schools need to overhaul their curricula if they are to be more relevant in today’s market place" (Walkup, 1993). The purpose of the research project was to obtain information on how the curricula of HPBCUs with hospitality administration programs compared to ACPHA standards. The study sought information from those institutions of higher education and made comparisons based on ACPHA standards and expert reviewers. The study was aimed primarily at identifying the strengths and weaknesses of the HPBCUs’ curricula using the ACPHA standards as the foundation. A total of 11 HPBCUS were evaluated by 18 ACPHA reviewers. The reviewers compared the HPBCUs’ curricula to ACPHA standards using a Likert-type scale (4=Superior, 3=Satisfactory, 2=Unsatisfactory, 1=Poor). Each HPBCU curriculum was evaluated by two reviewers. Forty percent of the institutions received an approval rating for accreditation and 40% were deferred accreditation. The remaining 20% were denied the accreditation status. All accrediting decisions reflected curriculum only. It was recommended that the 11 HPBCUs follow ACPHA standards to ensure the quality of education being offered. It was also recommended that the HPBCUs’ curricula be revised to reflect areas of hospitality administration deemed necessary by ACPHA.
Master of Science
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4

Mueller, Kristi Joanne. "Reaching the standards: An action research project using a constructivist survey to measure the effects of curricular change based on the goals of the National Science Education Standards." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1666.

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5

Geddis-Capel, Mandy L. "Who is the EYT? A narrative inquiry into a first year teacher's experiences of integrating a sophisticated thinking skills model in a standards based, kindergarten classroom." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1225202140.

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Regacho-Anaclerio, Renee D. "Principal behaviors and practices that support the development of a standards-based instructional system." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2350.

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This qualitative study sought to identify the common behaviors and practices of principals in high achieving standards-based schools. Three schools were examined in the study. These schools were selected from a ten county area and had demonstrated consistent and unusual growth on the Academic Performance Index (API). The practices of principals were identified through a phenomenological study of the experiences of successfully implementing a standards-based instructional system. Principals were interviewed individually, and focus groups of teachers were interviewed separately. Both groups were asked about the principal behaviors and practices that led the school to achieve academic success. Principals and teachers across the three sites identified similar practices including high expectations of students and staff, planning and goal setting based on student achievement data, frequent monitoring of student achievement, teacher collaboration, principal classroom visits, principal visibility on campus, principal accessibility, and a school culture that promoted trust and team work.
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Findling, John C. "Integration of Game-Based Learning into a Social Studies Curriculum Model to Improve Student Performance in the Ohio Social Studies Standards." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1218489507.

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8

Newton, Jill. "Discourse analysis as a tool to investigate the relationship between written and enacted curricula the case of fraction multiplication in a middle school standards-based curriculum /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph.D.)--Michigan State University. Curriculum, Teaching, and Educational Policy, 2008.
Title from PDF t.p. (viewed on July 13, 2009) Includes bibliographical references (p. 275-279). Also issued in print.
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9

Genz, Rebekah Loraine. "Determining High School Geometry Students' Geometric Understanding Using van Hiele Levels: Is There a Difference Between Standards-based Curriculum Students and NonStandards-based Curriculum Students?" Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1373.pdf.

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Toot, Tiffany. "A Comparison Study: The Impacts of Montessori and Conventional Elementary Standards-Based Language Arts Curricula on Preschool Students’ Phonemic Awareness and Reading Readiness Skills." University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565215112222622.

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11

Derby, John K. "Accountability for the Implementation of Secondary Visual Arts Standards in Utah and Queensland." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd733.pdf.

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12

Van, Schalkwyk Susan C. "Generic learning outcomes in a technikon diploma programme : a critical analysis." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52861.

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Thesis (MPhil)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: In 1997, the South African Qualifications Authority (SAQA) published its guidelines 'to provide for the development and implementation of a National Qualifications Framework (NQF)' (Government Gazette 1997:35). This framework was to pave the way for compelling transformation in the education sector. One of the key features of the framework would be a directive that a series of competencies, or generic skills, that SAQA termed its 'critical cross-field outcomes' would have to be incorporated into the design of all programmes of learning. The publication of the guidelines sparked considerable debate; a debate that, in the five years since 1997, does not appear to have been resolved. As higher education institutions prepare for the 2003 submission of programmes to SAQA for registration, the importance of swift and meaningful intervention is self-evident. This report gives an account of a study undertaken to allow for the critical analysis of generic learning outcomes, or specifically SAQA's critical outcomes, as they present themselves in a technikon diploma programme. While the initial impetus in terms of the skills debate may appear to have arisen as a result of national imperatives, the overview of the literature pointed to international precedents, particularly when the issue of generic skills was contextualised against the background of the changing higher education landscape. Thus empirical research was conducted at the Cape Technikon using the National Diploma in Human Resources Management, its academic staff and its second-year student group, as its focus. The qualitative data, generated via multiple techniques including document analysis, interviewing, and a survey, provided a wealth of information and in-depth insight into the perceptions and attitudes of the respondents. The researcher endeavoured to maintain a practical focus throughout the study and sought to interpret and critique existing practice against best practice as described in the literature. The findings highlighted numerous issues relating to the integration of generic learning outcomes into programmes of learning. Key among these were the apparent lack of clarity and guidance among students and staff about the meaning of, and envisaged role for, the generic learning or critical outcomes; the fact that many in the technikon sector are already employing those teaching and learning strategies that are deemed appropriate when following an outcomes-based approach; that the changing student profile has had a direct impact on what happens in the classroom; and that assessment systems and practices appear to be the main barriers to the effective development of generic skills. In response, this study recommends that a structured, holistic, process approach be implemented at those institutions that are serious about integrating SAQA's critical outcomes into their programmes of learning. While such an approach would require institutional support and guidance, as well as an overall commitment to staff development, it is the contention of the researcher that the technikon sector, by virtue of its career-oriented focus and the design of its programmes, is ideally positioned to embrace the SAQA challenge successfully.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse Kwalifikasieowerheid (SAKO) het in 1997 riglyne gepubliseer wat voorsiening maak vir die ontwikkeling en implementering van 'n Nasionale Kwalifikasieraamwerk (NKR). Hierdie raamwerk sou die weg baan vir ingrypende veranderinge in die onderwys. Een van die sleuteleienskappe van hierdie raamwerk was die opdrag dat 'n reeks bevoegdhede, of generiese vaardighede, wat deur SAKO as sy 'kritiese uitkomstes' beskryf is, in die opstel van alle leerprogramme ingesluit moes word. Die publikasie van die riglyne het 'n aansienlike debat ontketen; 'n debat wat in die vyf jaar sedert 1997 oënskynlik nog nie tot 'n einde gekom het nie. Aangesien hoëronderwysinstellings hul voorleggings vir 2003 aan SAKO vir registrasie nou reeds begin voorberei, is die noodsaaklikheid van 'n vinnige en betekenisvolle besluit hieroor voor die hand liggend. Hierdie verslag gee 'n uiteensetting van navorsing wat gedoen is om 'n kritiese analise van generiese leeruitkomstes, of spesifiek die kritiese uitkomstes van SAKO, soos toegepas in die diplomaprogram van 'n tegnikon, te beskryf. Alhoewel dit aanvanklik mag gelyk het asof die debat oor vaardighede sy ontstaan aan 'n nasionale opdrag te danke gehad het, het 'n oorsig van die literatuur daarop gedui dat internasionale presedente ook daartoe aanleiding gegee het, veral in gevalle waar vrae betreffende die generiese leeruitkomstes teen die agtergrond van 'n veranderende hoëronderwyslandskap beskou is. Empiriese navorsing is aan die Kaapse Tegnikon onderneem met die Nasionale Diploma in Menslike Hulpbronnebestuur, sy akademiese personeel en tweedejaarstudente, as fokuspunt. Kwalitatiewe data is deur die gebruik van verskeie tegnieke gegenereer wat dokumentêre analise, onderhoudvoering en 'n vraelysopname insluit. Hierdie data het 'n bron van inligting oor, en insae, tot, die persepsies en houdings van die respondente verskaf. Die navorser het deurgaans gepoog om 'n praktiese fokus tydens die studie te behou en om die huidige praktyk te interpreteer en te beoordeel teenoor dit wat as suksesvol in die literatuur bestempel is. Die bevindinge het verskeie aspekte ten opsigte van die insluiting van generiese leeruitkomstes binne leerprogramme na vore gebring. Van die belangrikste aspekte is die klaarblyklike gebrek aan duidelikheid en leiding, onder sowel studente as akademiese personeel, oor die betekenis van, en beoogde rol vir die kritiese of generiese leeruitkomstes; die feit dat vele akademici in die tegnikonsektor reeds gebruik maak van die onderrig- en leerstrategieë wat as toepaslik vir uitkomsgebaseerde onderrig beskou word; dat die veranderende studenteprofiel 'n direkte impak gehad het op dit wat in die klaskamer gebeur; en dat assesseringspraktyke en -metodes tans die grootste remskoen in die effektiewe ontwikkeling van generiese vaardighede blyk te wees. In antwoord hierop beveel hierdie studie die implementering van 'n gestruktureerde, holistiese, prosesbenadering by die instellings aan wat erns maak met die insluiting van SAKO se kritiese uitkomstes in hul leerprogramme. Alhoewel so 'n benadering ondersteuning en leiding van die instellings, asook 'n algemene verbintenis tot personeelontwikkeling, sal vereis, is dit die navorser se oortuiging dat die tegnikonsektor, as gevolg van sy loopbaangerigte fokus en die inhoud van sy programme, ideaal geposisioneer is om die SAKO-uitdaging suksesvol die hoof te bied.
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13

Hess, Eleanor B. "A Middle School Standards-based Science Curriculum Handbook." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/HessEB2005.pdf.

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14

Llerandi, Lori. "Standards based art curriculum for sixth grade students." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/LLlerandi2007.pdf.

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15

Corzine, Elizabeth. "Standards-based grading| Effects on classroom instruction." Thesis, McKendree University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10190457.

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The purpose of this study was to determine if the implementation of a standards-based grading system has an effect on classroom instruction. In particular, how does the implementation of a standards-based grading system impact the teaching methods, curriculum, differentiation, and formative assessments being used in classrooms? The researcher identified five schools in the Southern Illinois area that have adopted the standards-based grading system and chose eleven teachers to participate in this study through purposeful convenience sampling. This study used a phenomenological qualitative approach. There were two methods used in order to collect data including face to face interviews and document analysis. The findings of this study are significant to any district who is considering changing their grading system from a traditional grading system to a standards-based grading system. Through six major themes that emerged, this study shows that by switching to a standards-based grading system multiple parts of the classroom are impacted including the teaching methods, content, differentiation, and formative assessments. The six major themes included: teaching methods have been modified to better adjust to the standards-based grading system and include a larger variety of approaches, teaching methods are more of a response to student need than a pre-planned approach to teaching, the curriculum and content being taught in the classroom have better alignment to the standards, teachers have a greater awareness of both the curriculum and standards that are being taught at their grade level, as well as at other grade level, teachers have a better understanding of the individual needs of students and have used differentiation to meet these unique needs, and the use of formative assessments have increased in order to adjust for more fluid groupings being used in the classroom.

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16

Wilborn, La Chelle Rachel. "Hospitality curriculum : a comparative assessment based on ACPHA standards /." This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-07112009-040437/.

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17

Roth, Jenna. "The Impact of Standards-Based Mathematics Curriculum on Middle School Students Achievement on the WESTEST." Marietta College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1208806045.

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18

McVeigh, Matt. "Standards-based performance assessment in the comprehensive music classroom." Thesis, The University of Wisconsin - Milwaukee, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1546867.

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The purpose of this study was to examine the effectiveness of standards-based assessment practices within a music performance curriculum. This pre-survey, post-survey experimental treatment included 169 students, 97 parents, and 3 teachers from 3 school districts across Wisconsin. The results from this study indicated that music teachers rely on a variety of assessment strategies to monitor student achievement regardless of if they are using standards-based assessment practices; however, teachers who used standards-based assessment were more likely to use formal assessments to determine student achievement and were more likely to assess students both formally and informally on a regular basis. Furthermore, when standards-based practices were implemented students' awareness of the learning target increased. Students also became less reliant on teacher feedback in determining their success but valued the feedback that was received at a higher level. Finally, parents relied on both online gradebooks, and conversations with their child regarding student achievement.

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19

Sandall, Barbara R. Fisher Robert L. "Designing a research-based, standards-based staff development process for the selection of K-8 science curriculum materials." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9942649.

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Thesis (Ed. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 26, 2006. Dissertation Committee: Robert L. Fisher (chair), Penny Kolloff, Anthony Lorshbach, Mary Anne Moffitt, Rex Morrow. Includes bibliographical references (leaves 261-278) and abstract. Also available in print.
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Morton, Christopher. "Judging Alignment of Curriculum-Based Measures in Mathematics and Common Core Standards." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/17879.

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Measurement literature supports the utility of alignment models for application with state standards and large-scale assessments. However, the literature is lacking in the application of these models to curriculum-based measures (CBMs) and common core standards. In this study, I investigate the alignment of CBMs and standards, with specific reference to methodologies historically applied to large-scale assessments and state standards: expertise of judgments, specific training, and rating values. The data are from items developed for the new easyCBM middle school math measures at 6th grade and the 6th grade math portion of the Common Core State Standards (CCSS). Analyses document the degree of reliability between judges. Interclass correlation coefficients reflect moderate reliability and an adequate Index of Agreement with 72% of the items rated as aligned to CCSSs by all judges and 92% by at least two-thirds of the judges. Furthermore, 13 of 15 math items not aligned to CCSSs by at least two judges nevertheless reflect requisite skills required by the standards. Finally, using a two-way ANOVA on two individual judge triads indicate differences in harshness. Future research addresses practical implications regarding the role of CBMs in a comprehensive assessment plan.
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Doering-Fiedler, Sara K. "Developing a standards-based curriculum for the St. Anthony Middle School Spanish program." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007doering-fiedlers.pdf.

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22

Anglin, Marcus V. "The impact of standards-based practices in mathematics on the achievement of low-performing students." FIU Digital Commons, 2008. http://digitalcommons.fiu.edu/etd/1291.

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This study examined standards-based mathematics reform initiatives to determine if they would improve student achievement on the part of low-performing students. New curricula, the Carnegie Learning Cognitive Tutor®, were provided for algebra and geometry students. The new instructional strategy relied on both the teacher-led instruction and the use of computers to differentiate instruction for individual students. Mathematics teachers received ongoing professional development to help them implement the new curricula. In addition, teachers were provided with ongoing support to assist them with the transformation of the learning environments for students using standards-based practices. This quasi-experimental (nonrandomized) study involved teachers in two matched urban high schools. Analyses (ANCOVAs) revealed that the experimental group with an appropriately implemented program had significantly higher learning gains than the comparison group as determined by the students' 2007 mathematics Developmental Scale Score (DSS). In addition, the experimental group's adjusted mean for the second interim mathematics assessment was significantly higher than the comparison group's mean. The findings support the idea that if the traditional curriculum is replaced with standards-based curriculum, and the curriculum is implemented as intended, low-performing students may make significant learning gains. With respect to the teaching practices as observed with the Classroom Observation Protocol (COP), t-tests were conducted on four constructs. The results for both the algebra and geometry teachers on the constructs were not significant. The COP indicated that teachers in both the experimental and comparison groups used traditional instruction strategies in their classrooms. The analyses of covariance (ANCOVA) on the use of technology revealed no significant main effects for computer use.
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Bonner, Brooke Alexis. "AMERICAN SIGN LANGUAGE CORE STANDARDS AND EVIDENCE BASED INSTRUCTION." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1397302571.

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O'Neil, Carrie T. "The effect of an NCTM standards-based curriculum on student performance in college mathematics courses /." View thesis, 2002. http://wilson.ccsu.edu/theses/etd-2002-10/ThesisTitlePage.html.

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Thesis (M.S.)--Central Connecticut State University, 2002.
Thesis advisor: Timothy Craine. " ... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics." Includes bibliographical references (leaves 54-56). Also available via the World Wide Web.
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Jackson, Teresa. "Designing a Standards-based, Eclectic, Elaborated, and Synergistic Yearlong Theme Cycle." Honors in the Major Thesis, University of Central Florida, 2003. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/689.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf
Bachelors
Education
Elementary Education
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26

Cakir, Hasan. "Effects of teacher characteristics and practices on student achievement in high-schools with standards-based curriculum." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3232587.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2006.
"Title from dissertation home page (viewed July 10, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2946. Adviser: Barbara A. Bichelmeyer.
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Keating, Katie Gray. "The Creation of a Ninth Grade Literacy Course: One Teacher's Experiences in Teaching a Standards-Based Literacy Course." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1333.

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This study examined one teacher’s experience with teaching a ninth grade literacy course. In response to consecutively low reading test scores, the administration in a rural high school in South Central Kentucky established a literacy course for all ninth grade students. This research illustrates the teacher’s implementation and instruction of that course. In addition, the research investigates how the results of a formal reading assessment might be used to improve the reading course in the future.
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Kulsiri, Supanit, and n/a. "A Critical Analysis of the 2001 National Foreign Language Standards-Based Curriculum in the Thai School System." University of Canberra. Education & Innovation, 2006. http://erl.canberra.edu.au./public/adt-AUC20070813.123324.

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The status of English language has increased over the years as a tool for international communication. The Thai government emphasises that English language education has now become part of the full driving force for national development. This research implies that in order to cultivate Thai learners of English to meet social demands, sound theoretical and coherent philosophical bases of curriculum are essential in the curriculum planning process. This research analyses the new official English language curriculum for the Thai school system: "English language learning strands and standards under Basic Education curriculum 2001" (English language standards-based curriculum, ESB Curriculum), which in 2001 was promulgated as the new official English language curriculum. This research reveals both the coherence and incoherence of the theoretical and philosophical bases of the Thai ESB curriculum, identifies strengths and weaknesses of the curriculum and makes recommendations for curriculum revision and curriculum development that could result in positive and effective changes in English language teaching and learning in Thailand. This thesis rests on the premise that principles underlying decisions made in curriculum planning will have a major impact on the effectiveness of the curriculum. It follows that difficulties with foreign language education nowadays are a consequence of the incoherence of philosophical, theoretical, and social bases of curriculum design. This research analyses the English language curriculum by asking questions about who was involved in the curriculum planning process and what were the decisionmaking mechanism and processes involved in its planning. The research is different from other research in curriculum studies in Thailand that aim only at curriculum implementation and evaluation. Three sources of data have contributed to the analysis of the curriculum: curriculum-related documents, interviews with the curriculum committees, and interviews and questionnaires with school teachers. The analysis has shown that (1) the curriculum was developed with input from numerous experts and various groups of stakeholders which affected the underlying principles, philosophical and theoretical bases of education and English language teaching and learning; (2) the theoretical and philosophical bases of the curriculum were found to be incoherent among curriculum elements; (3) the curriculum has problems at the level of meaning and this has led to the difficulty of conveying the philosophy of Thai education to the school level. The study has found that the incoherence of the theoretical underpinnings of the curriculum elements leads to misunderstanding, misinterpretation and misuse of the curriculum. The implication for future research is to stress a critical literacy approach to English language education and curriculum development. In this way, English language is seen as a language for empowerment, knowledge enhancement, social development and development of learners as a part of Globalisation and Information Age in the 2 lst Century as also stated in the Thai National Education Act 1999.
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Curtis, Karena M. "Improving student attitudes : a study of a mathematics curriculum innovation." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/151.

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Adams, John Ray. "Aligning brain-based middle school reform with the California State Standards." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1878.

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URSHEL, C. ARRIE L. "THE TECHNICAL ADEQUACY OF STANDARDS-DERIVED CURRICULUM-BASED MEASURES FOR READING COMPREHENSION AND MATH COMPUTATION IN MIDDLE SCHOOL." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1141245773.

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Pringle, Perkins Bobby II. "EDUCATIONAL CHANGE: DEVELOPMENT OF A CREATIVITY ENCOURAGING PEDAGOGICAL FRAMEWORK FOR A STANDARDS-BASED MIDDLE SCHOOL ENVIRONMENT." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1469204520.

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33

Shaw, Cindy Chesley. "The effects of a standards-based mathematics curriculum on the self-efficacy and academic achievement of previously unsuccessful students." [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/15/.

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34

Legg, David E. "The utility of curriculum-based measurement within a multitiered framework| Establishing cut scores as predictors of student performance on the Alaska standards-based assessment." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557477.

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The purpose of this study was to explore the relationship between student performance on Reading Curriculum-based Measures (R-CBM) and student performance on the Alaska's standards based assessment (SBA) administered to students in Studied School District (SSD) Grade 3 through Grade 5 students in the Studied School District as required by Alaska's accountability system. The 2 research questions were: (a) To what extent, if at all, is there a relationship between student performance on the R-CBM tools administered in Grades 3, 4, and 5 in the fall, winter, and spring and student performance on the Alaska SBA administered in the spring of the same school year in the SSD? (b) To what extent, if at all, can cut scores be derived for each of the 3 R-CBM testing windows in the fall, winter, and spring that predict success on the Alaska SBA administered in the spring of the same school year in the SSD? The Study School District (SSD) served approximately 9,500 students, with 14% of students eligible for special education services. The enrollment was 81% Caucasian, 10% Alaska Native, 3% Hispanic, 3% multiethnic, and 4% as the total of American Indian, Asian, Black, and Native Hawaiian/Pacific Islander. The sample was 3rd (n = 472), 4th (n = 435), and 5th (n = 517) graders and consisted of all students with an Alaska SBA score and an R-CBM score for each of the 3 administrations of the R-CBM used in the 2009-2010 (FY10) and 2010-2011 (FY11) years. Pearson correlations were significant between R-CBM scores across 3rd, 4th, and 5th grades and the same grade Alaska SBA scores for FY10 data, r = .689 to r = .728, p < .01. A test of the full model with R-CBM as predictor against a constant-only model was statistically reliable, p < .001. The R-CBM reliably distinguished between passing and failing the Alaska SBA for students in Grades 3 through 5. Criterion validity of the cut scores was ascertained by applying scores to the FY11 data and yielded adequate levels of sensitivity from 49% to 88% while specificity levels ranged from 89% to 97%.

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Millard, Michelle. "Problem-based learning: meeting the common core state standards for grade 9/10 english language arts." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/883.

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Each of these four units use the exemplar texts outlined by CCSS and highlight four different genres in Literature: Fiction, Nonfiction, Poetry, and Drama.; The purpose of this project design Problem- Based Learning (PBL) Units that would meet the Common Core State Standards (CCSS) for a 9/10 grade English Language Arts (ELA) classroom. The CCSS, newly adopted into Florida public schools, were created to provide students with the skills necessary to be successful in both higher education and ultimately, the global economy. PBL has been practiced in some of the country's leading medical schools for decades, and recently, has begun to play a leading role in designing math and science curricula. Until now, few attempts have been made incorporating the structures of Problem- Based Learning into the secondary English Language Arts classroom. My intention in tapping PBL was to utilize a tool that would foster critical thinking skills and create real world relevance in the curriculum for my future ELA students. With the ever increasing shift into a more inquiry- based teaching approach in today's schools, these units will not only meet the CCSS, but they will provide real world application in both research and collaborative learning. PBL utilizes an "ill-structured scenario" that provides the student with a role that gives them ownership into solving a problem (Lambros, 2004). In order to create these scenarios, I examined the 9/10 Grade exemplars offered throughout the CCSS. I then used the CCSS to identify which standards would be met by each unit. I also evaluated the Brevard County District calendar to identify the constraints on time that a teacher might typically encounter in the classroom. The result is four PBL units that meet the CCSS for Grade 9/10 English Language Arts. I developed these units with the idea that they would be the main methods of instruction in an ELA classroom and therefore provided time frames for each unit to be completed. The time frames account for research, project completion and presentation.
B.S.
Bachelors
Education and Human Performance
Teaching, Learning and Leadership
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Lowther, Gail Elizabeth. "A comparison of the United States' National Music Standards and England's National Music Curriculum." Bowling Green, Ohio : Bowling Green State University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1236804608.

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Fields, Lisa Ann. "Use of Web-Based Technology to Enhance Instruction of Virginia's Seventh and Eighth Grade Geometry Standards of Learning." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2087.

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The purpose of this thesis is to develop web-based modules for enhancing instruction of the geometry sections of the Virginia Standards of Learning in the seventh and eighth grades. While all of Virginia's seventh and eighth grade Standards of Learning strands are certainly worthy of these types of modules, geometry appeals to me most because of the vast amount of web-based resources that will be valuable when organized into modules. It is my hope that teachers of these grades will find this useful in their instruction of geometry.
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Price, Jamie, and Laura Robertson. "Project-based Learning in the Middle School Classroom: An Integration of Science, Math, and Literacy Aligned to State Standards." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1317.

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For this session, we will higlight project-based learning (PBL) as a method for integrating science, math, and literacy while addressing state curriculum standards for each subject area. PBLs prompt students to interact with science, math, and literacy in a way that enhances the connection between all three subject areas and provides a real-world context for learning. In this session, we will provide ideas and strategies to begin developing PBLs for your classroom and share example PBLs that integrate math, science, and literacy at the middle school level.
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Cox, Paul Andrew. "Comparison of Selected Benchmark Testing Methodologies as Predictors of Virginia Standards of Learning Test Scores." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/29586.

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This study examined how Math-Curriculum Based Measurement (M-CBM) benchmark assessment scores predict fifth grade math Standards of Learning (SOL) assessment scores.  Three school districts participated in the study by providing student data on math benchmark assessments and fifth grade math SOL assessment scores. Scores were organized and analyzed to determine the level of prediction between the two data sets. The results of the study indicated that M-CBM benchmark assessments were good predictors of fifth grade math SOL assessment scores. A second purpose of the study was to measure the differences in the capacity of three different M-CBM benchmark assessments in predicting fifth grade math SOL assessment scores. The three school districts used M-CBM benchmark assessments that varied in the method of creation and the type (commercial, teacher created, released test item) to develop the assessments. The findings show the M-CBM benchmark assessments created by teachers were better predictors of student scores on the fifth grade math SOL assessment followed by released test items and the commercially developed assessments. The third goal of the research study was to determine if there were differences in costs associated with three different M-CBM benchmark assessments. The reported costs for each of the three assessment types were analyzed but the gross cost per student did not accurately reflect the total costs involved in creating, operating, and/or maintaining the M-CBM benchmark assessment systems in any of the three districts. A literature review identified contributions in the field in the areas of assessment, Curriculum Based Measurement (CBM), and predicting student performance. The research design was quantitative and the school district data collected was over the 2009-2010 school year.  Recommendation for future research was to focus on the implementation methods and utilization of M-CBM benchmark assessments by teachers to modify instruction. Possible research on how the benchmark data can be utilized or converted into a practical classroom predictor of SOL assessment outcomes was recommended also.
Ed. D.
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Barragree, Cari. "Museum and public school partnerships : a step-by-step guide for creating standards-based curriculum materials in high school social studies." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/286.

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Hartnell, Benjamin Jeffry. "The Effects of Standards-Based Grading and Differentiated Reassessment on the Metacognition, Motivation, and End of Course Assessments of 9th Grade American History Students." Otterbein University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594309119349452.

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Youngman, Elizabeth Anne. "The Development of Curriculum-based Measurement Local Norms in the Area of Written Expression." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/174.

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This project used Curriculum-Based Measurement (CBM) in the area of Written Expression to establish district norms for Bowling Green City Schools. CBM uses brief fluency measures as indicators of students' academic performance. With the use of CBM, it is possible to identify students who are considered to be at-risk for educational performance. AIMSweb probes were used to assess 1,565 first through fifth grade students from five elementary schools within the Bowling Green Independent School District. Performance was scored using the three most common scoring indices: Total Words Written (TWW), Words Spelled Correctly (WSC), and Correct Word Sequence (CWS). Data collected from this study are presented as norms at the building and district-wide levels. Each table (see Tables 2 -16) indicates student performance from each school on TWW, WSC, or CWS for a specific grade level. The tables illustrate what raw score corresponds to percentile ranks at the 10th,16th, 25th, 50th, 75th, 84th, and 90th percentiles. The 50th percentile would be considered typical performance for an "average" student at that particular time of year and grade level. Findings from this study will be beneficial in making educational decisions regarding students potentially at risk for difficulties in the area of written expression.
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De, Larkin Christian Martín II. "A Study of Teacher-Buy-In and Grading Policy Reform in a Los Angeles Archdiocesan Catholic High School." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/220.

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Coester, Lee (Leila) Anne. "Listening to early career teachers: how can elementary mathematics methods courses better prepare them to utilize standards-based practices in their classrooms?" Diss., Kansas State University, 2010. http://hdl.handle.net/2097/6758.

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Doctor of Philosophy
Curriculum and Instruction Programs
Gail Shroyer
David Allen
This study was designed to gather input from early career elementary teachers with the goal of finding ways to improve elementary mathematics methods courses. Multiple areas were explored including the degree to which respondents’ elementary mathematics methods course focused on the NCTM Process Standards, the teachers’ current standards-based teaching practices, the degree to which various pedagogical strategies from mathematics methods courses prepared preservice teachers for the classroom, and early career teachers’ suggestions for improving methods courses. Both qualitative and quantitative methodologies were used in this survey study as questions were of both closed and open format. Data from closed-response questions were used to determine the frequency, central tendencies and variability in standards-based preparation and teaching practices of the early career teachers. Open-ended responses were analyzed to determine patterns and categories relating to the support of, or suggestions for improving, elementary mathematics methods courses. Though teachers did not report a wide variation in the incorporation of the NCTM Process Standards in their teaching practices, some differences were worth noting. Problem Solving appeared to be the most used with the least variability in its frequency of use. Reasoning, in general, appeared to be used the least frequently and with the most variability. Some aspects of Communication, Connections and Representation were widely used and some were used less frequently. From a choice of eight methods teaching practices, ‘Observing in actual classrooms or working with individual students’ and ‘Planning and teaching in actual classrooms’ were considered by early career teachers to be the most beneficial aspects of methods courses.
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Farrell, Helen Jane. "The impact and local implementation of standards-based music curriculum policy frameworks and music education programs for students with disabilities and impairments in Victoria : a qualitative evaluation /." Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00003381.

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Henke, Duane. "What are the average learning gains and pupil growth attributable to teaching a curriculum based on state standards in the 6th grade technology education classes at Shattuck Middle School." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001henked.pdf.

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Hawley, Katherine. "Teacher Perspectives on the Instructional Impact of the Florida Alternate Assessment." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4689.

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This study examined special education teachers' perspectives of the instructional impact of the Florida Alternate Assessment (FAA) for students with significant cognitive disabilities. Through purposeful sampling, six special education teachers who serve students with significant cognitive disabilities and had experience administering the FAA were identified. Interviews posed questions about how they used the FAA to impact their instructional decision-making, how the FAA has influenced how the development of Individualized Education Program (IEP) goals, and how the FAA impacted how they defined access to the general education curriculum. The interviews, along with IEP artifacts, and a research journal formed the research design. Results revealed 8 major themes and 18 sub-themes. Teachers reported that the FAA ignores the complex needs of their students, and highlighted the curricular tensions between academics and life skills. A third of the teachers indicated they have created and adopted curriculum to mirror the FAA, and five out of the six teachers integrated more daily assessments similar to the FAA. In addition, the study revealed varied results for utilizing FAA results on IEP development and writing goals. Finally, teachers had varied beliefs on the value of curriculum content standards called access points for students with significant cognitive disabilities. Most of the teachers stated that higher standards lead to higher expectations. The results also revealed teachers' perspectives of the instructional impact of the FAA were influenced by their teaching context: center setting versus general education setting. Implications for future research and practice are included.
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Crews, Jan 1959. "A Delphi Study to Determine if SCANS Workplace Know-How Can Be Developed through the Achievement of National Standards for [Visual] Arts Education." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc500429/.

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The purpose of this study was to provide a basis for understanding among Tech Prep and School-to-Work change agents, and educational leaders, of the role that Discipline-Based Art Education (DBAE) can perform as a part of the core curriculum, within the framework of these reform movements. The literature indicated that the federally supported Tech Prep and School-to-Work reform movements were not acquainted with DBAE reform initiative which were supported by the Getty Education Institute for the Arts through the work of Regional Institutes. Therefore, they had no ideas about the possible worth of art as an education core component. Also, DBAE was not acquainted with Tech Prep and School-to-Work and therefore had established no common terminology to communicate the power of what they do in a manner which was relevant to that audience. The DBAE Regional Institutes provided individuals to assist in the development and validation of the study tools, and to participate in the pilot study. The Regional Institutes also identified the 10 Discipline-Based Art Education experts who composed the national Delphi panel for the study. The findings were reported according to research questions. They show the national Delphi panels' perceptions of which SCANS skills can be developed by Content Standards and Performance Standards from the National Standards for [Visual] Arts Education. The study concluded that: 1) there is a relationship between the Content and Performance Standards taken from the National Standards for [Visual] Arts Education and the SCANS skills; 2) SCANS Basic skills, Thinking skills, Resources skills, Information skills and Systems skills could be developed through the achievement of the Performance Standards of the National Standards for [Visual] Arts Education; and 3) the relationship between the SCANS Workplace Know-How skills and the National Standards for [Visual] Art Education was validated by a national Delphi panel. Recommendations were made for DBAE, Tech Prep and School-to-Work, and Future Studies.
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Gossmann, Carol. "Comparing academic staff and students' perceptions of the purpose of assessment in higher education." Diss., Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11132008-120534/.

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Wigley, Jonathan James. "Understanding workplace-based learning contexts to inform curriculum development : the case of a Level 5 Environmental Education, Training and Development Practice Qualification /." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/498/.

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