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Dissertations / Theses on the topic 'Curriculum standards'

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Published: 4 June 2021
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1

Reed, Delanna. "Storytelling, Multiple Intelligences and Curriculum Standards." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1291.

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2

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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3

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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4

Godwin, Scott Douglas. "Gender issues, core curriculum, and statewide content standards." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2100.

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5

Toavs, Karen Jaclyn. "How Rural Educators Implement Common Core State Standards." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3212.

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Implementation of the common core state standards began in 2010 for public school districts across the United States, and research about the impact of these standards on teaching and learning in smaller rural schools is limited. The purpose of this qualitative multiple case study was to describe how K-12 English language arts teachers in rural remote schools integrated the common core state standards into curriculum, as defined by Aoki's theory about planned and lived curriculums, which formed the conceptual framework for this research. Participants included 8 K-12 English language arts teachers from 2 rural remote public school districts located in a western state. Research questions addressed curricular and instructional alignment, and data were collected from individual teacher interviews and reflective journals, observations of instructional lessons, and curriculum documents. Data were coded and categorized to determine themes and discrepant data (Charmaz, Merriam, and Miles, Huberman, and Saldaña). A content analysis was used for documents. Results indicate that teachers aligned curriculum with common core state standards by using previously adopted textbooks, developing alignment documents to address standards, creating unit and lesson materials independently, and participating in limited collaborative planning with colleagues. Recommendations include continued investigation into rural teachers' professional development needs, collaborative planning practices, and use of curriculum materials within and across grade levels. This study contributes to positive social change because improved rural education impacts rural remote students, communities, and educators, who play a valuable role in developing a national curriculum.
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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.
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7

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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8

Smith, Norman Edward. "Directing Curriculum through Standards: A Content Analysis of the 2010 Texas State Social Studies Standards." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/228172.

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In 2010 the Texas Education Agency adopted newly rewritten curriculum standards for the state's social studies courses K-12. The period leading up to the adoption of the standards proved contentious as the new standards moved out of the writing committees and into the public realm. The issues brought forth from initial readings of the standards appeared in the national spotlight as educators and the general public from around the country voiced their concerns. Many concerns centered on the belief that the Texas State Board of Education had rewritten the standards to reflect a more politically conservative world view along with an emphasis on traditional Judeo-Christian beliefs. Members of the state board argued that the previous standards reflected a politically liberal world view and that the board needed to bring balance to the standards. Because of national criticism changes were made but on a limited scale. The purpose of this study was to assess if the rewritten standards demonstrated a politically conservative preference as well as an emphasis on Judeo-Christian beliefs. During the analysis I included information regarding a preference for capitalism, a focus on Texas and U.S. history while minimizing world history and a focus on memorization rather than critical thinking. The analysis revealed that the rewritten standards demonstrate a politically conservative leaning while promoting traditional Judeo-Christian beliefs. Analysis and research further revealed that the standards promote capitalism while limiting the study of other economic systems in the world. In regards to the preference for Texas and U.S. history versus world history my analysis confirmed a limited presence of world history; however, research also revealed that this issue is not limited to the state of Texas, but a number of other states in the U.S. Finally, my analysis demonstrated that many of the standards' objectives begin with verbs found on verb lists from Bloom's Taxonomy. By using Bloom's Taxonomy I learned that a majority of objectives throughout the K-12 standards operate in the lower half of the Taxonomy rather than the upper half meaning that there is an emphasis on lower order thinking skills rather than higher order thinking skills.
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9

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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10

Toavs, Karen Jaclyn. "How Rural Educators Implement Common Core State Standards." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10251816.

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Implementation of the common core state standards began in 2010 for public school districts across the United States, and research about the impact of these standards on teaching and learning in smaller rural schools is limited. The purpose of this qualitative multiple case study was to describe how K-12 English language arts teachers in rural remote schools integrated the common core state standards into curriculum, as defined by Aoki’s theory about planned and lived curriculums, which formed the conceptual framework for this research. Participants included 8 K-12 English language arts teachers from 2 rural remote public school districts located in a western state. Research questions addressed curricular and instructional alignment, and data were collected from individual teacher interviews and reflective journals, observations of instructional lessons, and curriculum documents. Data were coded and categorized to determine themes and discrepant data (Charmaz, Merriam, and Miles, Huberman, and Saldaña). A content analysis was used for documents. Results indicate that teachers aligned curriculum with common core state standards by using previously adopted textbooks, developing alignment documents to address standards, creating unit and lesson materials independently, and participating in limited collaborative planning with colleagues. Recommendations include continued investigation into rural teachers’ professional development needs, collaborative planning practices, and use of curriculum materials within and across grade levels. This study contributes to positive social change because improved rural education impacts rural remote students, communities, and educators, who play a valuable role in developing a national curriculum.

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11

Blyth, Andrew, and mikewood@deakin edu au. "Using the Victorian curriculum and standards framework in music education." Deakin University. School of Social and Cultural Studies in Education, 2004. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.114322.

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This research examines the usefulness of the Curriculum and Standards Framework as the basis for school music education in Victoria. The thesis consists of a folio of four short research tasks and a Dissertation that examine the question in different ways. The first of the short research tasks uses document and discourse analysis to examine and critique the philosophies of music education and aesthetic education that inform the Curriculum and Standards Framework. The same techniques are used in the second research task to trace the adoption and dissemination of the philosophy of music education as aesthetic education in a range of curriculum documents from around Australia. These two tasks show how centralised curriculum development often produces abstract and impractical goals and strategies. Research tasks three and four use interview and participant observation with teachers based in one Melbourne secondary school to illuminate the highly contextual nature of teaching practice. The theoretical formulations of learning presented in Victorian curriculum materials and policy documents is contrasted with the practical approaches that teachers take in developing educational programmes. These tasks show how school education is always developed in relation to students and resources and not according to abstract standards. The Dissertation reports on a major research project with thirty-two experienced music teachers working in the northern metropolitan region of Melbourne. Interviews with both primary and secondary teachers sought to determine the extent to which the Curriculum and Standards Framework had impacted upon their classroom teaching practice. The research was guided by Grounded Theory (Glaser and Strauss 1967) principles and it showed that the Framework and the associated process of centralising curriculum production failed to deliver any measurable gains or changes in music education in schools.
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12

Miller, Jennifer Lynn. "Eighth Grade Reading Curriculum: How Teachers Make Choices." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1190057922.

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13

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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14

Ndlovu, M., and A. Mji. "Alignment between South African mathematics assessment standards and the TIMSS assessment frameworks." Pythagoras, 2012. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000687.

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Hencke, Rutkowski, Neuschmidt and Gonzalez (2009) make the important remark that the Trends in International Mathematics and Science Study (TIMSS) examines the effectiveness of curriculum and instruction in relation to student achievement. There is increasing global interest in and attention paid to the resultant rankings of participating countries, making the very participation in TIMSS a high-stake local decision. As a consequence of the heightened (political and educational) stakes, the relevance of the tests to local curricula has come under sharp scrutiny, which makes the issue of alignment of the South African (SA) curriculum with TIMSS important for educators, curriculum workers, test developers and policymakers. Hencke et al. (2009) concede upfront that whilst TIMSS assessments were developed to represent an agreed-upon framework with as much in common across countries as possible, it was inevitable that the match between test and curriculum would not be identical in all countries. However, the more aligned a national curriculum is to what is common across countries the greater the chance of that country’s students performing well. In other words, rather than reject the common core assessments as irrelevant it might be beneficial to investigate in depth what discrepancies exist between SA’s curricula and TIMSS, with special focus on the overlapping content.Mullis, Martin, Ruddock, O’Sullivan and Preuschoff (2009) refer to the TIMSS curriculum model as consisting of an intended curriculum, an implemented curriculum and an attained curriculum, all of which are familiar terms in curriculum theory. For instance, Porter (2004, p. 1) suggests that a curriculum can be divided into four aspects: the intended, enacted, assessed and learned curriculum. The enacted curriculum refers to instructional events in the classroom whereas the assessed curriculum refers to student achievement tests. Mullis et al.’s (2009) attained curriculum refers to student achievement in those tests. For cross-national tests such as TIMSS to be valid, it is critical that their assessed curricula correspond with the intended national curricula. Moreover, assessments aligned with the assessment standards can guide instruction and raise achievement (Martone & Sireci, 2009; Polikoff, Porter & Smithson, 2011). In view of the foregoing it is expected that, in order to be relevant, cross-national studies or tests should provide curriculum information that can help countries to improve the quality of their education systems on the basis of benchmarking performance (Reddy, 2006). This makes curriculum matching analysis a logical starting point.
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15

Dingman, Shannon W. "Mathematics textbooks and state curriculum standards an analysis of the alignment between the written and intended curricula /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4690.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 24, 2007) Vita. Includes bibliographical references.
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Morris, Caroline Elizabeth. "A Comparison of the Use of Composition as a Teaching Tool in Music Classrooms of the United States and United Kingdom." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_theses/14.

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The purpose of this study was to determine the status of composition as a teaching tool in the US and UK and to compare the findings of the two countries. In order to achieve this purpose, the following research questions were formulated: How common is the teaching of composition in US and UK schools? How does composition compare to other classroom activities in US and UK schools in terms of instructional time, variety, and emphasis? What kinds of compositional activities are used most frequently? What reasons do teachers cite for teaching or not teaching composition in their classrooms, and how do these reasons differ by country? How do teachers overcome challenges to composition and how do these practices differ by country? For each country, what combination of teacher characteristics best predict the use of composition as a classroom teaching technique? Data were collected using an online survey instrument developed by the researcher based on that used in a more localized study by Strand (2006). Findings were based on responses from three hundred and nine participants from the UK (n = 117) and the US (n = 192). Results indicate that composition teaching is far more prevalent in the UK, with a greater variety of activities, focus on experience and creativity, group work and integration with other curriculum areas. US composition teaching is characterized by notation-focused highly-prescriptive tasks, with the favored mode being individual composition. Needs identified include: a greater provision of technology in US music classrooms, more extensive training and support for UK general teachers who teach music and the further promotion of composition in the US, highlighting its integration with listening and performing in order to provide a more rounded curriculum.
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17

DiLoreto, Elizabeth. "American Sign Language as a Foreign Language Requirement: Curriculum, Pedagogy, and Standards." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1364150201.

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18

O'Neill, Ciarán. "Teaching Standards or Standard Teaching? : An analysis of the Swedish national curriculum for English at upper-secondary school level." Thesis, Södertörn University College, Lärarutbildningen, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-694.

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English is the most expansionist language in the world today. Currently, native speakers are outnumbered by non-native speakers by a ratio of 3:1, a ratio that is set to grow to 10:1 within the next ten years. One of the consequences of a language growing so rapidly is that its new users tend to ignore already accepted standards. In what linguists refer to as the outer and expanding circles of English-speakers (mainly in Africa and Asia) new varieties and standards of English are now being invented.

In this study, the effects of the current expansion of English on the teaching of English in Swedish upper-secondary schools are explored. Questions raised include: Should teachers of English in Sweden reflect the changing nature of English in their teaching? Should they readily adopt the New Englishes that are emerging or should they teach with the standard they have always used? The national curriculum for the teaching of English in Sweden is discussed in some detail. The guidelines therein are evaluated in terms of their ability to capture the changing face of English as well as their ability to give solid guidance to teachers in a classroom situation.

Findings derive from linguistic literature and from interviews conducted with English teachers at upper-secondary level. One of the main conclusions of the study is that whilst the national curriculum recognises the global diversity of English, its goals are overambitious in what it tries to achieve and thus it fails to provide teachers with practical guidance in their day-to-day teaching. A recommendation, therefore, is that the curriculum should be clearer in spelling out the importance of adhering to native standard varieties of English. However this does not mean that teachers should ignore the cultural diversity of the English-speaking world.

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19

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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Loedding, Nancy Beth Thompson. "Effects of Common Core Curriculum Standards on High School Students with Disabilities." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1543.

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This case study examined the effect of implementing the Common Core Curriculum Standards (CCCS) on students with disabilities (SWD) in a county in northeast Georgia. The study investigated teachers' perceptions regarding the effect of implementing the CCCS in high school English language arts and mathematics classes on the academic success of SWD and their ability to graduate from high school with a regular diploma. Information was also gathered to determine if teachers offered additional supports to SWD as part of the increased academic expectations of the CCCS. In addition, teachers were asked about the preparation they received prior to teaching the CCCS. The conceptual framework that drove this study was based on Fullan's theory of educational change. The study was conducted using a qualitative case study design. A total of 8 teacher participants were included through a combination of individual interviews and emailed responses to the interview questions. Data were analyzed for common themes using key words generated during the initial round of coding. Findings indicated that these 8 teachers were offering increased accommodations and seeing less academic success among SWD than they had observed prior to CCCS implementation. Teachers also reported feeling inadequately prepared to teach the increased academic expectations associated with the CCCS, especially to SWD. The findings from the study support the need for increased, ongoing, sustainable professional learning related to teaching the CCCS to SWD.
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21

Alexander, Kathleen Rae. "Guidance curriculum of the American School Counselor Association school counseling standards implementing the forty developmental assets under the nine standards." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002alexanderk.pdf.

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22

Vega, Anissa Lokey. "Investigation of Alignment between Goals of Schooling Relevant to Georgia and the Georgia Performance Standards." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/msit_diss/55.

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Since the American Revolution free public education has been a discussion of political debate. The purpose that such an institution should play in society is a debate fervently argued when the founding fathers wanted to build a republic based on meritocracy. The problem this study addresses is the undefined relationship between the goals of schooling relevant to Georgia and the Georgia Performance Standards (GPS) which is a critical piece to creating a complete systemic view of public schooling in Georgia. The purpose of this study is to investigate the alignment between the GPS and schooling goals. The guiding question and sub-questions are: How well are the GPS, or the intended curriculum of Georgia schools, and each of the various stated goals of schooling aligned? How relevant are the eighth-grade GPS to the latent themes of each of the stated goals of schooling? How balanced are the latent themes of each of the stated goals of schooling in the eighth-grade GPS? Through a historical investigation of the literature and current policy the author establishes the currently relevant goals of schooling which serve as the latent goals for which the method will seek to find evidence within the Georgia Performance Standards. The study employs a quantitative content analysis of a significant section of the Georgia Performance Standards (GPS) looking for themes associated with various stated goals of schooling as indicated by the literature review. The manifest themes, developed from the latent goals of schooling, are incorporated as the dependent variables in the study, while the GPS serve as the independent variable. Neuendorf’s (2001) framework for content analysis is used to develop a new method for investigating the goal-curriculum alignment relationship through new measures of Curricular Balance, Curricular Relevance, and Manifest Theme Presence. This study presents a new visual model to compare a curriculum’s alignment to multiple goals of schooling called the Goal-Curriculum Alignment Measures (G-CAM) model. This study finds that the GPS are strongly aligned to the goals of Americanization, high student test scores, post-secondary enrollment, and national gain, while poorly aligned to democratic participation and social justice. Evidence for these conclusions are discussed and related to the current socio-political literature.
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23

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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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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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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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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Janisin, Matthew E. "Have the technology education standards impacted the classroom curriculum in south-central Wisconsin?" Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007janisinm.pdf.

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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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Ahearn, Mary Catherine, Kathleen Ryan Been, and Paula Reynolds. "Integrating the new California State Science Standards with successful middle school curriculum methodologies." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1942.

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Fernandez, Annette Yvonne. "A qualitative study of selected fourth grade teachers' perceptions of the Sunshine State standards." FIU Digital Commons, 2004. http://digitalcommons.fiu.edu/etd/3300.

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Despite a history of grappling with educational standards, never before has the federal government attempted to establish explicit national standards for what American children should learn in school. Recently, U.S. educators have developed voluntary national content standards, or explicit expectations of what students should know and be able to do. Not surprisingly, this major curriculum reform has provoked considerable debate. Today, teachers face difficult challenges working towards the implementation of standards. The objective of this study was to describe and explain the perceptions of a selected team of fourth-grade teachers regarding the language arts component of their state's Sunshine State Standards (SSS). The exploratory questions that guided this qualitative study were: (a) How are the SSS perceived by these fourth-grade teachers? (b) In what ways do the SSS affect teachers' self-perceptions? and, (c) To what extent and how do the SSS affect the participants' professional classroom behavior? Direct observations, interviews, analysis of relevant documents and the researcher's critical reflective journal served as the methods of inquiry employed in this vi qualitative study. Bandura's Teacher Self-Efficacy Scale was used as a tool to help categorize the data specifically related to self-perception. Analysis of the data suggests that participants perceived the SSS as a useful guideline as they taught. The SSS were a decisive factor in teachers' planning. They were the actual guide lines used by teachers to plan their lessons. However, participants did not believe the SSS were attainable by all students or were fair to students with special needs. They also believed there was not sufficient time allocated for the effective implementation of the SSS. This lack of time created pressure among some of the participants and others even felt disempowered regarding the curriculum and the instructional focus implemented during the test preparation time. The SSS negatively affected the participants when they felt constraints during this time, which led to their inability to carry out important activities in their classrooms. Thus, the SSS directly affected the participants' behavior in their classrooms.
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Radtke, Michelle. "Career and technical education real-world experiences strenghten the understanding of academic standards." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008radtkem.pdf.

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32

Eichman, Kjurstin M. "Teacher perceptions of the effects of Minnesota Basic Standards tests on curriculum and instruction." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002eichmank.pdf.

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33

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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Struthers, Amber Lee. "The Relationship between Science Curriculum Aligned to Common Core State Standards and Scientific Literacy." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1628.

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Supporting the development of scientifically literate students is a priority in public school education, and understanding how that development is influenced by the Common Core State Standards is vital to quality science education. However, little quantitative research has been conducted about how the Common Core State Standards impact science education. The purpose of this quasi-experimental study was to determine how the alignment of science curriculum and instruction to the Common Core English Language Arts State Standards impacts the development of students' scientific literacy skills. Bybee's framework for scientific literacy provided the theoretical framework. Participants included 7 middle school students in Grades 5-8 in a rural community located in the western region of the United States. The summer school science intervention teacher integrated Common Core English Language Arts Standards into a biological science curriculum developed by Marsh. Scientific literacy was determined by student results on released items from the 2011 Trends in International Mathematics and Science Study. Results from assessments in this study indicated an improvement of 5.5% when comparing pre to posttest scores in scientific literacy, though not statistically significant when analyzed using ANOVA. Recommendations include a need to increase research in rural education about scientific literacy for K-12 students, and about the impact of Common Core State Standards on science instruction. This study contributes to positive social change by providing educators and researchers with a deeper understanding of how to improve science literacy for all students.
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Diletti, Jeri S. "Teacher Concerns and the Enacted Curriculum of the Common Core State Standards in High School Mathematics." Thesis, State University of New York at Buffalo, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10604664.

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The Common Core State Standards for Mathematics (CCSSM) highlight the importance of students? conceptual understanding, mathematical reasoning, and problem solving in order to prepare students for college and careers. However, the success of this reform effort largely depends on how teachers actually design and implement instruction based on the goals of the new standards. In particular, teachers? concerns about the reform have a significant effect on this change and the implementation of reform curricula. While there exists an increasing amount of research on reform efforts, many questions still remain regarding the implementation of the CCSSM and teachers? concerns. The purpose of this qualitative dissertation study is to investigate the concerns teachers have regarding the implementation of the CCSSM and how those concerns relate to the enactment of their curricula. This study also explores how teachers address the mathematical shift of rigor defined in the CCSSM in connection with the tasks they use and types of questions they pose to their students. This research involved case studies of three Algebra 1 teachers. Each teacher was observed during three different lessons on linear/non-linear functions. Pre- and post-observation interviews were conducted both before and after each lesson was taught. In order to determine how teachers addressed the mathematical shift of rigor, three different analyses were conducted. Mathematical tasks in the teacher guided notes and lesson enactment were explored in conjunction with teacher questions and the use of the eight mathematical practices. Observations and interviews were used to examine how teacher concerns connect to their implementation of the CCSSM. In particular, cases based on the teacher interviews and videos were compared to one another to explore possible reasons why the teachers address the mathematical shift of rigor differently. Findings suggest a complicated relationship exists between teacher concerns and their intended and enacted curriculum. The results of this study showed that teachers at all stages of concern are not providing cognitively demanding lessons nor are they addressing the mathematical shift of rigor. Only during review lessons did two of the three teachers increase the cognitive demand of the tasks and questions they posed during the enactment of their curriculum. Regarding teacher concerns, different factors seem to take account for the complicated relationship between teacher concerns and their enacted curricula. First, the teacher with self concerns had a lack of content knowledge. This teacher was not able to adjust her intended curriculum, followed the textbook closely and had a difficult time addressing student misconceptions. The teacher with management concerns tended to express her students? low abilities in doing mathematics. This teacher thus focused on student ability, only slightly modified the intended curriculum and provided only low cognitive demand tasks and questions. Finally, the teacher with impact concerns had a high interest in student learning. This teacher was able to alter her intended curriculum based on student questions and misconceptions. However, her tasks and questions remained at a low cognitive demand for two of the three lessons. This study has implications for curriculum developers and professional development providers, as well as teachers and school administrators to help ensure the success of reform curriculum.

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Sage, Cynthia Faye. "Stem Lessons for Promoting 21st Century Learning Standards." TopSCHOLAR®, 2017. https://digitalcommons.wku.edu/theses/2050.

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The purpose of this study was to identify if and how STEM (Science, Technology, Engineering, Math) lessons help student progress toward achieving benchmarks in AASL (American Association of School Librarians) 21st Century Learner Standards. This study was conducted in the library media center with 48 kindergarten students participating. The researcher taught mini-lessons for the AASL Standards prior to students participating in the STEM activities. The data were collected on 23 benchmarks included in the AASL Standards. Students were rated on these Standards as beginning, progressing, or achieving. Data analysis indicated that the STEM lessons were an effective means for providing the students with developmentally appropriate ways to make progress toward the AASL Standards. Data analysis also revealed that the STEM lessons were effective in reducing the number of students rated as beginning, as well as pushing some students into the achieving category.
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Roseborough, LaKisha B. "The Change Process: Curriculum Change from the Teacher's Perspective." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3191.

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Teachers are experiencing change at a constant rate within school systems across the nation. Principals are preparing teachers to adapt the curriculum to meet standards that are state mandated. This study focused on the change process adopted by the principal for use in assisting teachers with implementation of curriculum and instructional strategies. Findings from this study will provide administrators’ strengths and weaknesses that are experienced during the change process. Through analysis of interviews, focus groups and documents, the researcher was able to unfold the perspectives of teachers as they relate to Fullan’s Change Theory with initiation, implementation, and institutionalizing the change and The Concerns Based Adoption Model.
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Nolan, Karin. "American Elementary Music Programs: Current Instructional Methods, Goals, Resources, and Content Standards by Geographic Region and Grade Level." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194200.

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The purpose of this investigation was to identify current instructional practices, goals, and content standards addressed in American elementary music programs. Participants (N = 963) were sampled from elementary music teachers across the United States and administered a survey addressing music classes offered to each elementary grade level, average music instructional time, use of state standards and district music curricula, use of published materials, music integration, program goals, and perceived importance of various content standards by grade level. The three most frequently indicated music classes offered to elementary students were general music (84.57%), Orff (5.36%), and band (3.12%). Instrumental options and choir were typically only offered to older elementary students. Most elementary students received music instruction for an average of 31 to 60 minutes per week. Older students, however, tended to receive longer amounts of music instructional time. Over 81% of teachers regularly used their states’ standards when developing lessons. Slightly over two-thirds of all participants were provided a music curriculum to follow, although only 38.53% of total participants almost always followed it. Almost 48% sometimes used and over 36% almost always used published materials; Silver Burdett/Ginn and MacMillan/McGraw-Hill published the most popular series among elementary music teachers. Participants primarily used Essential Elements 2000 for band and orchestra. Nationally, 82.24% of participants indicated they regularly integrated music with other academic areas during lessons. On average, elementary music teachers integrated between three and four different subjects with music. Among the prominent areas reinforced through music were language arts (77.31%), mathematics (66.03%), social studies (55.77%), science (39.87%), and history (33.21%). The most commonly indicated music program goals were to foster students’: lifelong love of music; music appreciation; music foundation skills; and music reading skills. Participants also rated by grade level the perceived importance of various behavioral objectives separated into three content areas: pitch, rhythm, and musicality/history/timbre. After collecting all data and evaluating national trends, the researcher compared responses by geographic region - divided into the six MENC regions - and grade level, when appropriate. In each survey item where the researcher conducted tests of significance, significant (p ≤ .05) main effect differences were found.
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Keith, Karin. "Integrating STEM Hands-on Activities with Math and Reading Common Core Standards." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1009.

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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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Blevins, Dawn M. "New Directions in Citizenship Education: Globalization, State Standards and an Ethical/Critical Social Studies Curriculum." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1321839149.

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42

Wanyonyi, Nancy Eileen Nekoye. "Development of standards for undergraduate occupational health in a physiotherapy curriculum: A case in Kenya." University of Western Cape, 2020. http://hdl.handle.net/11394/7680.

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Philosophiae Doctor - PhD
Occupational health (OH) in physiotherapy is well known for addressing workrelated musculoskeletal disorders (WRMDs), which are high in number according to the available statistics (Fingerhut, Concha, Punnet, Steenland, & Driscoll, 2014). The introduction of the Bachelor of Science in Physiotherapy degree in Kenya in 2010 created a good platform for the development and review of occupational health content in the curriculum
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43

Keith, Karin, Jaime Price, and Chih-Che Tai. "Integrating Hands-on STEM Activities with Math and Reading Common Core Standards." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1031.

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44

King, Janice E. "INTERNAL AND EXTERNAL INFLUENCES ON PROGRAM-LEVEL CURRICULUM DEVELOPMENT IN HIGHER EDUCATION FASHION MERCHANDISING PROGRAMS." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/132.

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In an ever changing global economy, higher education experiences accountability issues in educating the workforce. Graduates require the knowledge and skills necessary to succeed in the global workplace. For graduates to have the opportunity to attain this understanding and expertise, it is critical to identify what influences curriculum development to create a curriculum that meets workplace needs. The purpose of this study was to contribute to a better understanding of curriculum development in higher education fashion merchandising programs. More specifically what impacts the curriculum and if skill standard(s) and/or competency list(s), are used when developing program-level curriculum for higher education fashion merchandising programs. Descriptive research examined the internal and external influences and standard(s) and/or competency list(s) used in curriculum development. Electronically, an invitation to participate and the survey instrument were sent to faculty in apparel and textile programs across the United States. Data were collected from 96 apparel and textile faculty. Data revealed internal influences, more so than external influences, impacted curriculum development in higher education fashion merchandising programs. The largest percentage and extent of internal influence on curriculum development in higher education fashion merchandising programs was faculty background; program mission was also a major internal influence. The largest percentage and extent of external influence on curriculum development in higher education fashion merchandising programs was marketplace/employers. No statistically significant relationship was found between the participants' type of institution (undergraduate and graduate granting) and internal and external influences. However, more research is called for to examine the specific internal influence of program mission and the external influence of marketplace/employers. Current curriculum influences, skill standard(s) and/or competency list(s) used, and type of institution were examined in this research study. The study proposes that the higher education fashion merchandising curriculum is influenced, in varying degrees, by internal and external influences and that skill standard(s) and/or competency list(s) from many sources are used in curriculum development. Undergraduate or graduate institutions were not differentially influenced by internal or external factors.
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45

Foulke, Gary Brian. "Staying the Course: The Development of Virginia's Standards of Learning and the Decision not to Adopt the Common Core State Standards." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/71710.

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The research study investigated the history of the curriculum standards movement in the Commonwealth of Virginia in the context of the national standards movement in order to explain how and why the Commonwealth of Virginia arrived at the decision not to adopt the Common Core State Standards based on descriptive evidence. The study utilized a qualitative methodology with a two-phase data collection process. First, documents from the Virginia Board of Education and the Virginia Department of Education were collected and analyzed using the constant comparative method (Maykut and Morehouse, 1994). Second, data were collected from major figures in the history of Virginia public education over the last 20 years, including former Superintendents of Public Instruction, through in-person interviews. Data from the interviews were analyzed using the constant comparative method (Maykut and Morehouse, 1994). An interview protocol was developed, tested for content validity, and piloted prior to conducting the interviews. Categories that emerged from the data analysis for both research questions were identified and descriptive evidence was presented related to both research questions. Three major conclusions from the study were identified and discussed that appeared to influence Virginia's decision not to participate in the Common Core State Standards: the Virginia Standards of Learning are an institutionalized system; the Virginia Standards of Learning had bipartisan political support; and confidence in the Standards of Learning outweighed confidence in the Common Core State Standards.
Ed. D.
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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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D'Agostino, Michael Angelo. "INTEGRATING CORROSION TESTING INDUSTRIAL PROTOCOLS INTO A HIGH SCHOOL / TWO-YEAR COLLEGE CHEMISTRY CURRICULUM." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1115149913.

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48

Tai, Chih-Che, Karin Keith, and Jaime Price. "Integrating STEM Hands-on Activities with Math and Reading Common Core State Standards." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1024.

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49

Keith, Karin, Jaime Price, and Chih-Che Tai. "Integrating STEM Hands-on Activities with Math and Reading Common Core State Standards." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1032.

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50

Robertson, Cathy. "Restructuring High School Science Curriculum: A Program Evaluation." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/270.

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One rural Midwestern high school discovered a discrepancy among school, state, and national science skill attainment, verified by ACT scores. If students do not acquire vital science skills, they may not perform proficiently on science tests, thus impacting future college options. Inquiry based instruction and constructivism provided the basis for the theoretical framework. This study questioned associations between ACT scores, inquiry science technique usage, and ACT standard usage (Phase 1), and teachers' views on science instruction (Phase 2). This sequential explanatory mixed methods program evaluation included 469 ACT scores, surveys sent to 9 science teachers, and 8 interviews. Phase 1 used the inquiry science implementation scale survey and an ACT college readiness standards workbook to determine proportional associations between datasets. Descriptive statistics, one-sample t tests, and binomial tests were used to analyze Phase 1 data. Phase 2 interviews augmented Phase 1 data and were disassembled, reassembled, and interpreted for parallel viewpoints. Phase 1 data indicated that teachers use a slightly above average amount of inquiry and science ACT standards in the classroom; however, most science students did not test above the curriculum and there were inconsistencies in standards covered. Phase 2 data revealed teachers need time to collaborate and become skilled in inquiry methods to rectify the inconsistencies. The project was an evaluation report. This study will foster positive social change by giving the district a plan: adapt the science curriculum by integrating more ACT and inquiry standards and participate in more professional development that applies inquiry as a tool to increase science skill proficiency, thus generating locally competitive students for college and the workforce.
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