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Manzoor, Hamza. "Disseminating Learning Tools Interoperability Standards." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/90772.
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Until recently, most educational tools have worked in silos. If a teacher wanted her students to complete small programming exercises, record videos, and collaborate through discussion boards, three disconnected tools were probably needed. Learning Tools Interoperability (LTI) is a communication protocol that enables different learning tools to talk to each other and share scores with a Learning Management System (LMS). While most commercial LMS now support LTI, most educational software developed by small research efforts do not. This is often because of the lack of resources needed to understand the working of LTI and the process of using LTI in their applications. Our aim is to encourage the use of LTI within the CS Education community. We have developed tutorials that include example applications. We also provide a use case of how LTI is implemented in the OpenDSA eTextbook system. As another use case, we have enabled auto-grading of Jupyter Notebook assignments by providing immediate feedback to students and updating scores to the Canvas gradebook. We provide a Jupyter plugin to upload notebook files to the Web-CAT auto-grading system. We integrate Aalto University's ACOS content into OpenDSA as a third use case.Master of Science
Until recently, most educational tools have worked in silos. If a teacher wanted her students to complete small programming exercises, record videos, and collaborate through discussion boards, three disconnected tools were probably needed. These disconnected tools did not integrate with the Learning Management Systems (LMS), such as Canvas and Moodle. Instructors had to manually manage these separate tools and enter scores into the LMS. There are standards such as Learning Tools Interoperability (LTI) that these learning tools can implement to enable them to talk to each other and to share scores with an LMS. However, most educational software developed by small research efforts do not support LTI. This is often because of the lack of resources needed to understand the working of LTI and the process of using LTI in their applications. We aim to encourage the use of LTI within the CS Education community. We have developed tutorials that include example applications. We also provide a use case of how LTI is implemented in OpenDSA, an eTextbook system developed at Virginia Tech. As another use case, we have enabled auto-grading of Jupyter Notebook (documents that run in a browser and can contain equations, visualizations, live code, and text) assignments by providing immediate feedback to students and updating scores to the Canvas gradebook. We provide a plugin to upload notebook files to the WebCAT auto-grading system directly from the browser. We integrate Aalto University’s ACOS content (Python and Java exercises) into OpenDSA as a third use case.
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Jorgensen, Raymond D. "Leading learning through imposition of leadership learning standards." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000121.
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McCarty, Matthew W. "Teacher Well-Being and Virginia Standards of Learning." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2584.
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The Virginia Standards of Learning (SOLs) were created by the Virginia Department of Education as a method to assess student learning. The SOLs were implemented in the mid-1990s and were used as end of grade and end of course assessments for grades 3-8 and secondary courses. The SOLs have taken on a foundational role within the Virginia public schools as they now count toward student graduation and teacher evaluation. Virginia now uses a teacher evaluation system that is in large part based upon student performance on the SOL assessments. This evaluation system is in place in all public school divisions in Virginia.
This study began as an attempt to understand the potential changes in the mental and physical well-being of teachers as related to the Virginia SOLs. Teachers were asked to complete a brief survey designed to measure their response to various mental and physical stressors. One hundred twenty-one surveys responses were received with 117 completed. The survey data will be used to discuss the possibility of creating a quality program of professional development that will help teachers guide their stress into positive and productive areas.
This study revealed that elementary/middle school teachers tended to experience higher rates of insecurity, vulnerability, depression, and coping ability than secondary teachers during SOL test administration. However, it was also determined that elementary/middle school instructors did not experience changes in most aspects of physical well-being during the SOL test administration that are drastically different than their secondary school counterparts. The study indicated elementary teachers experienced a higher rate of heart racing than their secondary colleagues. The means and standard deviations across the areas surveyed were similar and did not vary significantly across surveyed responses except for the areas mentioned above.
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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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Youngblood, Sheila. "Teachers' Perspectives on Implementing Social-Emotional Learning Standards." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1527.
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The problem this study addresses is the extent to which social-emotional learning programming is effectively implemented. Since social-emotional learning programming has emerged as a significant aspect of U.S. education, man states have included social-emotional standards and programming as an essential part of the curriculum. Researchers have found that effective reform includes not only emphasis on academic and standardized test scores, but also on social-emotional influences. As a school reform initiative, a Social Emotional Learning (SEL) program is being implemented at a Midwestern high school. The purpose of this qualitative descriptive interview study was to explore the perceived effectiveness of the implementation. The conceptual framework was drawn from Fullan's 6 assertions that serve as a guide to monitor school success when implementing education reforms. The study's guiding questions concerned teachers' perceived supports and challenges in the process of implementation, as well as any perceived role changes they experienced during the process. Eight high school teachers who had taught the SEL classes were interviewed. Data were transcribed, coded for themes using Hatch's typology, and thematically analyzed. The key findings included that participants were supported by the counselors and their peers. However, they encountered implementation challenges including the class schedule, lack of student buy-in, and the need for ongoing supports to facilitate social emotional learning. This study contributes to social change by informing school leaders of best practices necessary to ensure the implementation and sustainability of SEL practices. Social-emotional learning initiatives that implemented with fidelity can improve both the academic and personal success of students.
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Cantillon, Sara. "Living standards within households : learning from non-monetary indicators." Thesis, University of Kent, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411944.
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This dissertation focuses on the distribution of resources within Irish households and the implications of that distribution for the living standards of different household members. In most research on living standards, income inequality and poverty, the assumption is made that individuals living in the same household have the same standard of living. If however, different individuals within households actually experience different levels of well-being, this could have major implications for our understanding of poverty. In particular, conventional practice could lead to the extent and nature of gender differences in the experience of poverty being understated, to poverty for some children being obscured, and to the capacity of policy to improve living standards being seriously impaired. Non-monetary indicators of living standards and deprivation are increasingly being used in measuring household poverty. This study demonstrates their use in exploring differences in living standards within households. The aim of the present study was to develop a set of indicators suitable for the investigation of differences in living standards within the household - both differences between adults in a given household, and between adults and children - and to apply these indicators empirically to Ireland. This involved first designing a module of survey questions and refining them through focus group discussions with women experiencing poverty and social exclusion. The resulting set of questions was then included in the 1999 round of the Living in Ireland Survey. Research has then been carried out on the responses to this innovative set of specially-designed questions, focused on bringing out the scale and nature of differences within the household and teasing out the influences on the intra-household distribution of resources. In particular it looked at the role a woman's independent income might play and also at the impact of the presence of another adult at the interview. The results are revealing both in the specific Irish context and more broadly, from a methodological and substantive point of view.
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Jordan, Byron S. "The Effects of Common Core State Standards in Mathematics on Inclusive Environments." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6591.
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The Common Core State Standards for Mathematics (CCSSM) require students with learning disabilities in mathematics to use a range of cognitive, skills, and foundational numerical competencies to learn and understand complex standards. Students with learning disabilities in mathematics experience deficits in cognitive processes skills and foundational numerical competencies which have emerged as underlying barriers associated with mastering CCSSM. Examining the impact of high-stakes assessments on readiness for college and careers and student achievement may provide evidence that deficits in cognitive processing skills and numerical competencies can impact achievement levels. Using the cognitive theoretical frameworks of Bandura and Gagné, along with the concepts of cognitive learning, instructional interventions, and inclusion, the relationship between students' scores in the algebraic foundations (AF) intervention inclusion method and the regular algebra (RA) nonintervention inclusion method, as measured on the end of the year assessments were examined in this study. An ANCOVA design was used to test the statistical significance of the relationship between the two intervention methods and the use of cognitive and numerical competencies for the two groups and to analyze the disparity in achievement scores between the AF intervention inclusion method and RA nonintervention inclusion method. The results revealed a statistically significant relationship between cognitive processing skills and foundational numerical competencies as measured on the final exam for both methods. The intended audience include academic communities using evidence-based inventions to improve college and career readiness results, leading to positive social change.
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Casha, C., Pamela Evanshen, Kimberly Hale, and Nancy Miles. "Common Core and Early Learning Standards: How They Work Together." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4372.
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MacDougall, Christine Arner. "The Effect of Common Core Standards on Elementary Students' Learning." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3799.
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After implementing the Common Core Standards in 2012, local school districts faced additional costs in their annual budgets to train staff how to teach using these standards. One of the problems that faced the school district under study was whether to retain the Common Core Standards and to continue to fund the expense of training teachers . The purpose of this study was to assess the influence of the Common Core Standards on student achievement in a local Pennsylvania school district using scores from the Pennsylvania System of School Assessments (PSSA) for Grades 3 through 8. The research question addressed whether there were differences in the students' learning as measured by the PSSAs for the years before and after implementation of the Common Core Standards. The theoretical framework of the study was based on Piaget's constructivist theory of knowing, which explains how students know what they have learned in the active process of learning. A causal-comparative design was used for this study with extant test data drawn from 2 years before and 2 years after implementation. The total sample size was 27,605. A MANOVA was used for all grades' scale and raw scores to discern if a main effect could detect student achievement measured after the implementation of the Common Core Standards was lower than that reported before implementation and the standards had a mixed influence on student learning. This study has an implication for positive change. If educators have a better understanding of the effect of the Common Core Standards on student learning than they would be able to justify additional training.
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Evans, Linda Deborah. "'Making a difference' : an evaluation of raising standards initiatives." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368223.
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Bolt, Melanie A. "Teachers'' Perspectives on the Standards of Learning School Reform in Virginia." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27398.
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This study discussed the need for a broader public discourse on high-stakes accountability-based school reform that underscores teachersâ perspectives. Also, the study discussed the need for fuller disclosure of the possible undesirable classroom effects of the reform. To address these needs, the study described teachersâ perspectives on the Standards of Learning (SOL) school reform in Virginia, focusing upon teachersâ views on the reformâ s classroom effects. The domains of interest were (1) the adequacy of curriculum and the diversity of teachersâ instructional strategies, (2) the quality of student learning, (3) teachersâ sense of professional autonomy and level of teacher tension, and (4) school quality. The study examined whether there are differences in teachersâ views based the income level of the school locale where teachers teach (low-, middle-, or high-income), the school type (elementary, middle, or high school) in which they teach, and teachersâ status on whether they teach a SOL-tested subject (yes/no).
The participants of the study included 360 randomly selected teachers who were listed as members of Virginia Education Association (VEA). A survey research design was employed. The instrument included 80 Likert-type items, eight demographic items, and three open-ended questions. Inferential and descriptive statistics were reported for eight scales of the survey as were thematic trends in the qualitative data. The studyâ s results suggested that the SOL program contributes to a hurried, high-pressure classroom culture that depletes the potentiality of the very ends of education the program is intended to achieve.
Teachers tended to report (1) an inadequacy of the SOL content standards, (2) a reduction of teachersâ use of diverse instructional strategies and an inability of the SOL program to meet diverse student needs, (3) arbitrary SOL test cut-scores, (4) an inadequacy of the SOL pass rates to represent school quality, (5) a lack of diagnostic usefulness of SOL test scores, (6) an inadequacy of SOL testing and SOL test scores to hold schools accountable, (7) teachersâ sense of diminished professional autonomy, and (8) teachersâ mounting tension in the classroom. These results were juxtaposed to the views of policymakers and business leaders, the public at large, parents, and scholars in the field of education concerning the issue of high-stakes accountability-based school reform. Finally, the study discussed a conflict related to the purpose of public schooling between a prevailing narrative of many policymakers and business leaders and what have been the marginalized views of classroom teachers.Ph. D.
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Pilling, Barbara O. "A Critical Analysis of the Modern Standards Movement: A Historical Portrayal Through Archival Review, Written Documents and Oral Testimony from 1983 to 1995." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/26975.
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This is a historical study of the modern standards movement starting in 1983 with the landmark report, A Nation At Risk: The Imperative for Educational Reform, and concluding in 1995 with the publication of the revised Standards of Learning for Virginia Public Schools in the Commonwealth of Virginia. The study was done through a review of available archival papers, written documents, and oral testimony.
The purpose of this study was to analyze critically the modern standards movement as a context to the development and implementation of the revised Standards of Learning for Virginia Public Schools. Objectives of the study were to identify key events and key characters that impacted the standards movement and identify issues that evolved. A main focus of the study was to develop a documentary history that identified themes that linked events and showed connections between past and current events.
Phase one of the process involved data collection from appropriate literary sources and writing the history as portrayed in written documents. Phase two of the process was done through the collection of oral testimony from key informers, especially in the Virginia movement and weaving that testimony logically and chronologically into the appropriate documentary history. Phase three of the process concluded with the identification of main themes that linked events and implications for future studies.Ed. D.
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Love, Beverly Joyce. "The Inclusion of Bloom's Taxonomy in State Learning Standards: A Content Analysis." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1791777751&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009."Department of Curriculum and Instruction." Keywords: Bloom's taxonomy, English language arts, Higher order thinking skills, Learning standards, Taxonomic levels, Taxonomies, Bloom, Benjamin S. Includes bibliographical references (p. 129-151). Also available online.
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Montandon, Corinne. "Adoption von e-Learning-Standards und -Spezifikationen in Hochschulprojekten im deutschen Sprachraum." Lohmar Köln Eul, 2008. http://d-nb.info/993818218/04.
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Fuller, Randetta Lynn. "A Comparative Study between the Standards of Learning and In-Class Grades." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1737.
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We examined the Standards of Learning mathematics scores and in-class grades for a rural Virginia county public school system. We looked at third, fourth, fifth, sixth, and seventh grades as well as Algebra I, Algebra II, and Geometry classes. The purpose of this was to determine whether or not there is a strong correlation between the Standards of Learning and the students' in-class grades. Had a strong enough correlation between the Standards of Learning and in-class grades been found we would have used only the in-class grades to predict the Standard of Learning test scores. However, we found that the students' in-class grades are not the only predictor of the Standards of Learning test scores. With the coefficient of determination ranging from 6.8% to 84.4%, this indicates that at best 84.4% of variation in the response is explained by the model for Algebra II and at worst only 6.8% for Algebra I.
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Falaney, Patricia E. "National Board for Professional Teaching Standards Certification: Does It Impact Student Learning?" UNF Digital Commons, 2006. http://digitalcommons.unf.edu/etd/192.
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The present study measured student gains in learning using the Florida Comprehensive Assessment Test pre and post-test mean scale scores in reading comprehension and math problem solving. The project involved classes of students in fourth and fifth grade in six north Florida counties. Thirty class sets of students were taught by a National Board Certified teacher, and a comparable set of thirty class sets of students of the same grade level and at the same school were taught by a teacher who was not National Board Certified. The analysis indicated if National Board Certified teachers produced a higher mean gain score for their students than teachers not certified by National Board.
Did National Board Certification make the needed difference in student learning? The results of the main effect of the study did not indicate a statistically significant difference in the average reading comprehension and math problem solving achievement of students whose teachers were National Board Certified as compared to those whose teachers were not National Board Certified. There was a statistically significant main effect for grade level. In follow up testing there was a statistically significant difference between reading at the fourth and fifth grade levels. A small statistically non-significant difference was found in the math gain score means (favored fifth grade) and a larger difference in reading gain scores (favored fourth grade). There was a statistically non-significant effect for the grade level by teaching status two-way interaction.
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Wilson, Rebecca A. "Social Emotional Learning Guarantee? How Ohio Can Move Beyond Adopting Sel Standards." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1615911161780767.
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ShaBazz, Sarah. "Teachers' Perception of Common Core State Standards on Students with Learning Disabilities." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6374.
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The Common Core State Standards were written and implemented to prepare all students for college or career readiness including students with disabilities. Students with learning disabilities often have significant difficulties and face challenges when the instruction is framed within The Common Core State Standards. The purpose of this qualitative study was to explore the perceptions of special educators on teaching students with learning disabilities using The Common Core State Standards. The two conceptual frameworks used in this study were the Universal Design for Learning and The Zone of Proximal Development. The research questions focused on teachers' perception regarding students with learning disabilities being instructed with Common Core instructions, how teachers perceive providing Common Core instructions to students with learning disabilities is preparing them for college and career readiness, and also, what teachers perceived to be the missing components for providing specialized instructions using Common Core to students with learning disabilities. In this qualitative case study participants were selected using recommendations of school district administrators. Data was collected using face-to-face interviews. Data collection also include observations and samples of students work. Additional data to establish trustworthiness of the study was obtained through observations and analysis of artifacts collected during the study. The intended outcome of the study was to bring about change in the instructional strategies adopted when using Common core State standards in teaching students with disabilities and that to ultimately pave a way for social change.
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Lish, Jamie. "Adapting The End: Responding to Standards of Learning in Theatre for Children." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1766.
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Theatre is the passport to the creation of a balanced educational system in the United States (US), while standardized testing is the downfall of the ideology behind ‘No Child Left Behind’ (NCLB). As an educator, I was greatly influenced by Howard Gardner, theorist of Multiple Intelligences and Neil Fleming theorist of learning modalities. This work has carried over into my work in theatre as a director. Theatre does not have to didactically serve formal education, which emphasizes mathematics and reading/writing, nor does it have to be merely a spectacle. Theatre can be experimental, artistic, cathartic, foster social and intrapersonal skills and increase intelligences in all areas for children and adults. The adaptation of the children’s book The End by David LaRochelle into a play for children demonstrates the potential that lies within the art of theatre to be more than just entertainment. Furthermore, my work on the adaptation of The End was greatly influenced by my research and participation in the production of Pinocchio with Ohio Valley Summer Theatre in the fall of 2008. From this production, I gained considerable knowledge on the topic of Commedia Del’ Arte which impacted my work on my own production The End.
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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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Hjelström, Anja. "Understanding international accounting standard setting : a case study of the process of revising IAS 12 (1996), income tax." Doctoral thesis, Handelshögskolan i Stockholm, Redovisning och Finansiering (B), 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:hhs:diva-525.
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Considerable energy and resources continue to be expended on accounting rule-making, particularly through standard setting. This has been the case both at the national and international (global) level for a long time. Despite this, there is continuing dissatisfaction with what has been achieved. Criticism continues to be expressed over the rule-makers, their processes of setting rules as well as the rules being produced. Based on a detailed longitudinal case study of one process of setting an international accounting standard this study suggests a comprehensive model for understanding the (international) accounting standard setting process. In addition to the previously emphasised role of politics, it also recognises the potential significance of learning and executive concerns, as well as significant interactions between these three sub-processes of accounting standard setting. In doing this the suggested model provides a framework for approaching concerns regarding the prospects of, and problems involved in, accounting standard setting as a means of achieving (more) standardised accounting practices. A significant part of this book provides a detailed account explaining why the IASC published a standard on income tax requiring the balance sheet liability method in 1996. This case is especially interesting, not only because income tax constitutes a considerable expense for most companies, but also because the revised standard implied a change in financial accounting practices in most countries. The appendix contains several numerical examples illustrating the difference between alternative methods of accounting for income taxDiss. Stockholm : Handelshögskolan, 2005
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Martin, Darrin T. "The Change Process: Stages of Concern of the Standards of Learning in Superintendents' Region Seven in Virginia." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/27036.
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The purpose of this study was to determine the levels of concern of central office instructional administrators, building level principals, and teachers in Superintendents' Region Seven as they implement Virginias' Standards of Learning initiative. The Stages of Concern (SOC) Questionnaire and demographic sheet were mailed to a sample of 405 instructional personnel of Superintendents' Region Seven in Virginia; 231 responded. The data were analyzed using descriptive statistics and multivariate analysis of variance procedures at the a=. 05 level of significance.
Results revealed that central office instructional administrators (N=31), elementary principals (N=31), secondary principals (N=32), and elementary (N=33) and secondary teachers (N=33) not responsible for administering SOL Tests possessed profiles indicative of nonusers. The concerns for these groups were typically highest on stages 0, 1, and 2 and lowest on stages 4, 5, and 6. When the data were analyzed for elementary (N=30), and secondary teachers (N=41) responsible for administering SOL Tests, the findings identified these groups as possessing similar concerns. These groups were highest in stages 3, 6, and 2, respectively.
A series of ANOVAs and Scheffes' post hoc analyses at the .05 level were conducted to analyze the data according to the group position/user or nonuser in relation to the seven stages of concern. When the participants were grouped according to position/grade level in relation to the seven stages of concern, an analysis of variance and Scheffes' post hoc were conducted to determine if the groups were significantly different at the .05 level.
How practitioners feel about and perceive change will in large part determine whether or not change actually occurs in schools. The amount and scope of educational change needed to successfully implement the Standards of Learning is evident. It is believed the results of this study will provide reformers with an assessment of the various perceptions educators in Superintendents' Region Seven have regarding the implementation of the Standards of Learning. The implications and recommendations could aid reformers as they continue to implement the Standards of Learning and as they implement future initiatives.Ed. D.
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Rayfield, James Denard III. "Effects of Two Models of High School Block Scheduling on The Virginia Standards of Learning Assessments." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/29478.
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Educators across the nation are rethinking the organization of the high school day in relation to time as they face the challenges of a new century. Block scheduling, the use of extended periods of time for learning, is one response to the reorganization of the high school where in Virginia during the 2000-2001 school year, 74% of the high schools were on some form of block scheduling. Two models of block scheduling continue to receive attention in the review of educational literature. They are the alternating day or A-B model and the 4 x 4 model. Although there are numerous qualitative research studies regarding the effects of block scheduling on school climate and student achievement, there is limited quantitative evidence that supports the use of block scheduling to improve student academic achievement on criterion-referenced standardized test scores. This study compared the effects of the 7-period alternating day schedule, the 4 x 4 block schedule, and the traditional single-period schedule on high school student academic achievement as measured by the Virginia Stanards of Learning (SOL) end-of-course assessments. An Analysis of Variance was used as the primary tool to test for mean differences between the test scores. The results indicated that the mean scaled scores for the 7-period alternating day were significantly higher (p<.05) than the mean scaled scores for the 4 x 4 block on the English:Reading, English:Writing, and geometry SOL end-of-course tests. In addition, the mean scaled scores for the 7-period alternating day and the traditional schedule were significantly higher (p<.05) than the 4 x 4 block on the English:Writing SOL end-of-course tests. It appears that the 7-period alternating day schedule has merit in terms of English and geometry instruction. Division and school leaders will want to explore the effects of the 7-period alternating day schedule on English and geometry courses. As a new century unravels, the question of time and how it is used for student learning will continue to be a major focus. Educational leaders must continue to work together with teachers to design and to develop a high school schedule that will provide a maximum learning experience for all students.Ed. D.
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Porter, Lauren. "Identifying Factors Associated with Attendance of Professional Development for Early Childhood Professionals: Evidence from a Statewide Rollout of Online Professional Development." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503302413050821.
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Cassell, Jeffrey. "Relationships between Student Attendance and Test Scores on the Virginia Standards of Learning Tests." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2152.
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This study examines the relationship between student attendance and student test scores on a criterion-referenced test, using test scores of all 5th graders in Virginia who participated in the 2005-2006 Standards of Learning tests in reading and mathematics. Data collection for this study was performed with the cooperation of the Virginia Department of Education using a state database of student testing information. Pearson correlation coefficients were determined for the overall student population and for the subgroups of economically disadvantaged, students with disabilities, limited English proficient, white, black, and Hispanic. The results of this study indicate that there is a significant positive correlation (p<.01) between student attendance, as measured by the number of days present, and student performance on the Virginia SOL test, a criterion-referenced test.
Positive correlations were found between student attendance and student test scores for all subgroups. The correlation between student attendance and student performance on the SOL mathematics test was higher than the correlation for the same variables on the English test. The correlation for the overall student population on the English SOL test was higher than the correlation for any subgroup on the English SOL test. Only the LEP and Hispanic subgroups had higher correlations on the mathematics test than the overall student population. This study will contribute to a growing body of research resulting from the enactment of the No Child Left Behind legislation and the national attention that this legislation has focused on student attendance and student performance on standardized tests.
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Collins-Browning, Amanda Rashelle. "The Language of Mathematics: Virginia Standards of Learning Mathematical Pictionary for Grades K-3." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1874.
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My experience teaching in Virginia schools, pacing and aligning instruction to the Virginia Standards of Learning, caused me to recognize the need for a mathematics tool to simplify and transition K-3 mathematics vocabulary usage and instruction. The language of mathematics uses three linguistic tools: words, symbols, and diagrams. Within this thesis I developed an instructional tool, a "Mathematics Pictionary", to accommodate primary grades K-3 and transition mathematical language and vocabulary skills between the primary grades aligned to the instruction and guidelines of the Virginia Standards of Learning. The Pictionary may be used coherently with lesson plans, available from the Virginia Department of Education, for instructional use in teaching mathematical vocabulary usage throughout the primary grade levels, K-3.
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Keith, Karin, and Jaime Price. "Be an Engineer: Integrating STEM Inquiry Learning with Reading and Math Common Core Standards." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1018.
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Kell, Christopher Lee. "The Perceptions of Missouri High School Principals in Regard to the Missouri Learning Standards." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10241938.
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The purpose of this study was to elicit the perceptions of high school principals regarding state education standards and whether or not increasing education standards has a positive impact on student achievement. Missouri adopted a new set of standards which placed academic focus on fewer topics per subject and required teachers to create lessons that increased critical thinking within the classroom (Missouri Department of Elementary and Secondary Education [MODESE], 2013b). To identify how the new standards might affect student achievement, four research questions were asked as part of this study. As a result of these questions, findings showed perceptions of the Missouri Learning Standards were more favorable than those associated with Common Core. It was believed among participants of this study that school districts have to develop professional development programs which provide information relevant to instruction and are organized around district goals. Data collected exposed student achievement is more likely to increase if new standards cause school districts to focus on specific goals and if teachers fully understand how to teach the new standards. By failing to adequately prepare teachers, school districts will struggle to properly prepare students for life after high school. Through a renewed focus on teacher comprehension of education standards, school districts can increase student achievement deficiencies and increase the number of students who graduate college- and career-ready.
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McKelvey, Susan P. "The Relationship Between the Virginia Standards of Learning Tests and the New PSAT/NMSQT." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/739.
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This study examined the relationships between the SOL End-of-Course Reading and Writing tests and the new PSAT/NMSQT Verbal and Writing tests. The PSAT/NMSQT Writing tests were administered for the first time in October 2004. Two linear regression analyses were utilized, with PSAT/NMSQT Verbal and writing scores, gender, race, and special education as the independent variables, and SOL End-of-Course Reading and Writing scores as the dependent variables. Additionally, two logistic regression analyses were employed with the same variables to predict whether or not a student would pass the SOL End-of-Course Reading and Writing tests. Results indicated that the PSAT/NMSQT Verbal and Writing scores accounted for the bulk of the variance in the SOL Reading and Writing scores. Special education students were predicted to have much lower scores than their non-special education counterparts. Gender and race contributed the least to the regression analyses. With the emphasis on scientifically-based research, this study could be utilized to develop remediation programs for students predicted to fail the SOL tests. Further research is warranted using additional variables, such as GPA, socio-economic status, and a wider variety of race.
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Crawford, Michael. "Technology Standards for the Improvement of Teaching and Learning in Community College Music Programs." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3058/.
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Providing standards for music technology use in community college music programs presents both challenges and opportunities for educators in American higher education. A need exists to assess the current use of technology at the community college level for the purpose of improving instruction. Although limited research has been done on the use of technology to support music education K- 12 and in four-year universities, little research on the problem in the community college setting was found. This research employed a Delphi study, a method for the systematic solicitation and collection of professional judgments on a particular subject, to examine existing criteria, “best practices”, and standards, in an effort to develop a set of standards specifically for the community college level. All aspects of a complete music program were considered including: curriculum, staffing, equipment, materials/software, facilities and workforce competencies. The panel of experts, comprised of community college educators from throughout the nation, reached consensus on 50 of the 57 standards. Forty-one or 82%, were identified as minimal standards for the application of music technology in music education. Community college music educators, planning to successfully utilize music technology to improve teaching and learning should implement the 41 standards determined as minimal by the Delphi panel. As the use of music technology grows in our community college programs, the standards used to define the success of these programs will expand and mature through further research.
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Qhibi, Agness Dulu. "Alignment between senior phase mathematics content standards and numeric and geometric patterns' workbook activities." Thesis, University of Limpopo, 2019. http://hdl.handle.net/10386/3147.
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Thesis (M.Ed. (Mathematics Education)) -- University of Limpopo, 2019Alignment between content standards, instruction, assessment and learning materials assists in achieving the intended content in the classroom. The purpose of this study was to explore the alignment between Senior Phase Mathematics Content Standards (SPMCS) and numeric and geometric patterns’ workbook activities. The problem was that teachers sometimes use the Department of Basic Education’s workbooks interchangeably with textbooks, while their purpose is to supplement textbooks and provide worksheets for the learners. The alignment status of the Department of Basic Education (DBE) senior phase mathematics’ workbooks could not be found in the literature. Mixed methods research and document analysis were employed to explore the status of alignment between SPMCS and DBE workbook activities on Numeric and Geometric Patterns (NGP). This was aimed at highlighting the status of alignment in terms of the content structure and the alignment indices through the use of alignment model of Webb (1997) and of Porter (2002). The findings of this study revealed that the alignment between SPMCS and DBE workbook activities on NGP in terms of the categorical concurrence, depth of knowledge consistency and range of knowledge correspondence ranges from ‘acceptable’ to ‘full’ level of agreement. However, content beyond the scope of the content standards was found in Grade 7 and Grade 8 DBE workbook activities on NGP. The computed alignment indices for Grade 7, Grade 8 and Grade 9 range from moderate to strong alignment. Besides, weak and strong discrepancies were identified, which need to be addressed to improve the content structure of the DBE workbooks. This study recommends two alignment models to explore the alignment between educational components for comprehensive results and complementation. In addition, studies such as this should be conducted to enhance the quality in developing assessments in future. KEY CONCEPTS Alignment; assessment; content standards; learning materials; workbooks; numeric patterns and geometric patterns.
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Marshall, Henry J. Jr. "Faculty Members' Best Practice Standards in the Design of Higher Education Online Courses." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438618742.
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Mina, Christakis. "Open Technological Standardization Processes Through Learning Networks." 京都大学 (Kyoto University), 2010. http://hdl.handle.net/2433/120839.
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Parish, Jennifer Bishop. "School climate and state standards: A study of the relationships between middle school organizational climate and student achievement on the Virginia Standards of Learning Tests." W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539618697.
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The purpose of this study was to determine the relationship between organizational school climate and middle school student achievement on state assessments. The author also sought to determine the relative weight of each of the factors of school organizational climate (collegial leadership, teacher professionalism, academic press and community engagement) in relation to student achievement. Finally, this study examined the relative effects of organizational climate and the socio-economic status (SES) of participating schools on student achievement.;Suburban, rural and urban middle schools in Virginia participated in this study. The study explored middle school teachers' perceptions regarding organizational school climate in terms of collegial leadership, teacher professionalism, academic press, and community engagement. The School Climate Index (SCI) was used to survey 696 teachers' perceptions of these factors in 49 middle schools in Virginia. The eighth grade Virginia Standards of Learning (SOL) Tests in the areas of math and English were the measurement tools for student achievement in the study.;It was concluded that there was a significant relationship between organizational climate and student achievement for both English and math. When the sub-scales of school climate (collegial leadership, teacher professionalism, academic press and community engagement) were analyzed separately, multiple regression indicated that only community engagement had a significant independent effect on student achievement on the math SOL test. Both academic press and community engagement had independent effects on student achievement on the English SOL test. Further analysis indicated that SES had a significant independent effect on student achievement in English, while both school climate and SES had independent effects on student achievement on the math SOL test. School climate and SES explained much of the variance in student achievement.
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Sherwood, Elizabeth A. Crumpler Thomas P. "Public school prekindergarten teachers and the Illinois Early Learning Standards a study of initial implementation /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172882.
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Thesis (Ed. D.)--Illinois State University, 2004.Title from title page screen, viewed November 22, 2005. Dissertation Committee: Thomas P. Crumpler (chair), Susan W. Nall, Dent M. Rhodes, Beatrice B. Smith. Includes bibliographical references (leaves 138-146) and abstract. Also available in print.
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Bunker, Vanessa J. "Professional learning communities, teacher collaboration, and student achievement in an era of standards based reform /." Connect to dissertation online, 2008.
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Higginson, Kelsey. "Investigating Teachers' Implementation of New Social and Emotional Learning Standards Through a Community of Practice." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593171201789911.
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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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Kennedy, Kathy. "Implementing Elementary School Next Generation Science Standards." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3616.
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Implementation of the Next Generation Science Standards requires developing elementary teacher content and pedagogical content knowledge of science and engineering concepts. Teacher preparation for this undertaking appears inadequate with little known about how in-service Mid-Atlantic urban elementary science teachers approach this task. The purpose of this basic qualitative interview study was to explore the research questions related to perceived learning needs of 8 elementary science teachers and 5 of their administrators serving as instructional leaders. Strategies needed for professional growth to support learning and barriers that hamper it at both building and district levels were included. These questions were considered through the lens of Schön's reflective learning and Weick's sensemaking theories. Analysis with provisional and open coding strategies identified informal and formal supports and barriers to teachers' learning. Results indicated that informal supports, primarily internet usage, emerged as most valuable to the teachers' learning. Formal structures, including professional learning communities and grade level meetings, arose as both supportive and restrictive at the building and district levels. Existing formal supports emerged as the least useful because of the dominance of other priorities competing for time and resources. Addressing weaknesses within formal supports through more effective planning in professional development can promote positive change. Improvement to professional development approaches using the internet and increased hands on activities can be integrated into formal supports. Explicit attention to these strategies can strengthen teacher effectiveness bringing positive social change.
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Fanning, Ashley. "Learning Through Nature: A Study of a Next Generation Science Standards Based Teacher Workshop that Blends Outdoor Learning Experiences with Formal Science." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2731.
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Many teachers lack the confidence and knowledge to transition their classroom science lessons to an outdoor setting. Very few teacher professional development (PD) programs focus on improving teachers' self-efficacy and pedagogical content knowledge (PCK) that is needed to enhance their science curriculum with outdoor lessons. This study examined an exception: The Connect2Science workshops, which provided elementary teachers the opportunity to experience nature-based science lessons. My research question for this study is: In what ways does a professional development workshop focused around the Next Generation Science Standards influence teachers': a) self-efficacy in teaching science outdoors and b) science pedagogical content knowledge? Data was collected using a retrospective pre and post survey, a reflection piece on participants’ pedagogical content knowledge and semi-structured interviews. The results showed that participants’ self-efficacy was positively affected by the Connect2Science workshops. As for pedagogical content knowledge, the results give a small insight into how participants viewed and thought about student misconceptions and how the instructional strategies presented in the workshops equipped them to better address science content in an outdoor setting.
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Baltrip, Ryan. "Identifying Standards of Quality in Christian Online Theological Education." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5905.
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Changes in computer and communication technology have sparked an educational revolution. For over 20 years, higher education, as a whole, has been adapting to the changing educational landscape. Christian theological education, which is not immune to changing educational realities, has also been adapting to decentralized educational tendencies and experiencing rapid growth in distance and online learning. Christian theological education appears to be a decade or so behind higher education in its contemporary adaptation to online learning,. Questions that higher education began asking over a decade ago about online learning are now part of the contemporary conversation within Christian online theological education. One of those questions asks, “What are standards of quality for Christian online theological education?”
The purpose of this study was to identify standards of quality in Christian online theological education as well as issues related to implementing these standards of quality. This study was originally planned as an explanatory, sequential mixed methods study. Due to circumstances encountered during the administration of the originally planned study, this study’s approach had to be adapted to the descriptive survey research method. This study was conducted among an expert sample of distance learning professionals from within Association of Theological Schools (ATS) accredited schools.
As indicated by distance learning professionals at ATS-accredited schools, this study: (a) identified 24 standards of quality for Christian online theological education, (b) discovered insights on how well these leaders perceive they are implementing quality standards, and (c) identified areas of both success and challenge when trying to implement quality standards in Christian theological education. These research findings led to two conclusions and produced seven key themes for Christian online theological education. The implications of these findings and suggestions for future research were discussed in order to help Christian theological education not only survive the educational revolution it is immersed in, but to thrive within it.
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Lack, Brian S. "Student Participation in Mathematics Discourse in a Standards-based Middle Grades Classroom." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/ece_diss/11.
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The vision of K-12 standards-based mathematics reform embraces a greater emphasis on students’ ability to communicate their understandings of mathematics by utilizing adaptive reasoning (i.e., reflection, explanation, and justification of thinking) through mathematics discourse. However, recent studies suggest that many students lack the socio-cognitive capacity needed to succeed in learner-centered, discussion-intensive mathematics classrooms. A multiple case study design was used to examine the nature of participation in mathematics discourse among two low- and two high-performing sixth grade female students while solving rational number tasks in a standards-based classroom. Data collected through classroom observations, student interviews, and student work samples were analyzed via a multiple-cycle coding process that yielded several important within-case and cross-case findings. Within-case analyses revealed that (a) students’ access to participation was mediated by the degree of space they were afforded and how they attempted to utilize that space, as well as the meaning they were able to construct through providing and listening to explanations; and (b) participation was greatly influenced by peer interactional tendencies that either promoted or impeded productive contributions, as well as teacher interactions that helped to offset some of the problems related to unequal access to participation. Cross-case findings suggested that (a) students’ willingness to contribute to task discussions was related to their goal orientations as well as the degree of social risk perceived with providing incorrect solutions before their peers; and (b) differences between the kinds of peer and teacher interactions that low- and high-performers engaged in were directly related to the types of challenges they faced during discussion of these tasks. An important implication of this study’s findings is that the provision of space and meaning for students to participate equitably in rich mathematics discourse depends greatly on teacher interaction, especially in small-group instructional settings where unequal peer status often leads to unequal peer interactions. Research and practice should continue to focus on addressing ways in which students can learn how to help provide adequate space and meaning in small-group mathematics discussion contexts so that all students involved are allowed access to an optimally rich learning experience.
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Akers, Julia B. "Confronting the Realities of Implementing Contextual Learning Ideas in a Biology Classroom." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27024.
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The purpose of this study was to describe the implementation of contextual learning
practices in a biology class. Research contends that contextual learning classrooms are active
learning environments where students are involved in â hands-onâ team projects and the teacher
assumes a facilitator role. In this student-centered classroom, students take ownership and
responsibility for their own learning. This study examined these assertions and other factors that
emerged as the study developed. The research methods used were qualitative.
The subject for this study was a biology teacher with twenty-six years of experience who
implemented contextual learning practices in two of her biology classes in the 1997-98 school year.
As the teacher confronted contextual learning, we engaged in collaborative research that included
fourteen interviews transcribed verbatim for analysis, classroom observations and the teacherâ s
written reports.
Throughout the study, factors developed that adversely affected contextual learning
practices. These factors were discipline, curriculum, and administrative decisions over which the
teacher had no control. These are examined along with their consequences for implementing a
contextual classroom.
Successful practices that worked in the teacherâ s classroom were also determined and
included the teacherâ s â failure is not an optionâ policy, mandatory tutoring, behavior contracts,
high expectations and teamed projects. Besides contextual learning, a key component of the study
was the collaborative research process and its meaning to the subject, the researcher and future
researchers who attempt this collaborative approach.
The studyâ s conclusion indicate that scheduling, multiple repeaters, discipline and the state
Standards of Learning moved the teacher away from contextual learning practices to a more teacher-directed classroom.
Two recommendations of this study are that further research is needed to study how the
state Standards of Learning have affected instructional practices and the effect of administrative
decisions that influence the level of teacher success in the classroom.Ed. D.
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Viggiano, Anna. "The influence of learning team participation on four teachers' implementation of writing standards in classroom instruction." Thesis, University of Hawaii at Manoa, 2003. http://hdl.handle.net/10125/6928.
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This study investigates the influence of learning team participation on four teachers' implementation of Hawaiʻi Content and Performance Writing Standards in classroom instruction. The study takes place in two schools in the Leeward District on Oʻahu and involves participants in the Targeted Standards Teacher program, a professional development initiative designed to use the techniques of cognitive coaching and workshop participation to enable teachers to incorporate literacy standards into their classroom instruction. Learning team activities include developing standards-based lesson plans, discussion of the standards with other participants, reflecting on instructional practices, and learning research based methods of implementation. Research methods include participant observations and teacher interviews and surveys. In addition, teachers' journal entries and lesson plans will be analyzed.vii, 92 leaves
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Ferch, Taryn. "Goal one, communications standards for learning Spanish and level one Spanish textbook activities a content analysis /." Akron, OH : University of Akron, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1123082750.
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Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies, 2005."August, 2005." Title from electronic dissertation title page (viewed 12/18/2005) Advisor, Susan Kushner Benson; Committee members, Susan Colville-Hall, Catharine Knight, Lynn Smolen, Matt Wyszynski; Department Chair, Walter Yoder, Jr.; Dean of the College, Patricia Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Turkington, Mark, and res cand@acu edu au. "The Catholic Education Office (CEO) Sydney as a Learning Organization and its Perceived Impact on Standards." Australian Catholic University. School of Educational Leadership, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp57.29082005.
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The Catholic Education Office (CEO) Sydney is a large non-government education authority which administers the systemic, Catholic schools of the Archdiocese of Sydney, Australia. The system consists of 148 primary and secondary schools with an enrolment of some 62,000 students. The major research question was: What characteristics of a learning organization can be identified in the Catholic Education Office (CEO) Sydney and are these perceived to raise standards in systemic schools of the Archdiocese of Sydney? Like all western education systems the CEO Sydney is immersed in constant change and is expected to account for improving educational standards within the system. The learning organization with its emphasis on adaptability and continuous improvement was considered an appropriate framework within which to conduct this research. The study consisted of two main parts the first investigated the CEO Sydney as a learning organization using a survey questionnaire distributed, using a dedicated web site, to a sample of primary and secondary principals in the system and a smaller number of senior CEO Sydney personnel. The response rate was 91%. This was complemented by examination of relevant CEO Sydney documentation and policies. The definition of the learning organization adopted for the study consisted of eight characteristics each of which formed a scale in the questionnaire. The eight characteristics adopted were: ‘Systemic Thinking and Mental Models’, ‘Continuous Improvement of Work’, ‘Taking Initiatives and Risks’, ‘Ongoing Professional Development’, ‘Trusting and Collaborative Climate’, ‘Shared and Monitored Vision/Mission’, ‘Effective Communication Channels’ and ‘Team Work and Team Learning’. This part of the study was essentially a quantitative one, with the data subjected to descriptive, statistical analysis complemented by some clarifying and contextualising qualitative data. The second part of the study investigated the perceived relationship between the CEO Sydney and its learning organization characteristics and the standards in three curriculum outcome areas (religious education, literacy and numeracy). This part of the study was also quantitative using descriptive statistics complemented by Pearson correlation, multiple regression and canonical correlational analyses. Once again some relevant contextualising qualitative data was gathered. Five demographic groups (gender, role, region (principals only), years of experience as a principal and age) were examined to see if there were any differences in the extent to which the various learning organization characteristics and curriculum outcomes were identified by each group. The results of this study indicated that the CEO Sydney exhibited many of the characteristics of a learning organization with particular strengths in ‘Continuous Improvement of Work’, ‘Systemic Thinking and Mental Models’ and ‘Shared and Monitored Vision/Mission’. The weakest characteristic was ‘Taking Initiatives and Risks’. Demographic group analysis of this data revealed that there were no statistically significant differences in the responses of the different demographic groups. The results also indicated that there were correlations between the CEO Sydney as a learning organization and raising standards particularly in religious education and literacy and less so in numeracy. Finally, the study made a number of recommendations for the further development of the CEO Sydney as a learning organization and ways that it can further raise standards in the schools of the system.
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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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Buchanan, Nancy Mann. "5th grade student performance on Virginia Standards of Learning computer/technology assessment: An analysis of variables." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154031.
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Gomez, Angela. "The Effects of Personalized Practice Software on Learning Math Standards in the Third through Fifth Grades." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12953.
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The purpose of this study was to investigate the effectiveness of MathFacts in a Flash software in helping students learn math standards. In each of their classes, the third-, fourth-, and fifth-grade students in a small private Roman Catholic school from the Pacific Northwest were randomly assigned either to a control group that used flash cards and worksheets or to a treatment group that used a computer software program to practice grade-level appropriate math facts. Students advanced to math facts at the next grade level after completing the levels appropriate to their own. A crossed design allowed the two groups of students in each of the grades to participate in their respective intervention and control treatments over the course of 6 weeks before they received the alternative treatment. Students took equivalent forms of curriculum-based measures for their grade level at the beginning, middle, and end of the study (e.g., third graders took third grade assessments) and equivalent forms of curriculum-based measures at the middle and end of the study for the next grade level (e.g., third graders took fourth grade assessments).
A correlated-groups t-test was conducted to determine the significance of the computer software program on students' performance on the grade-level measures, and an independent-groups t-test was conducted to determine the significance of the computer software program on students' performance on the subsequent grade-level measures. The results of the study indicate that there was not a significant difference in math scores between students practicing math facts with MathFacts in a Flash and those practicing math facts with flash cards and worksheets in both the on-grade and subsequent-grade-level measures. The findings are discussed in the context of the ways computer software may still be used to increase student proficiency with learning math standards in the third, fourth, and fifth grades.
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Lange, Alissa A., Laura Robertson, Ryan Nivens, Jamie Price, Sarah Casteel, and Elizabeth Salyers. "Creating Authentic, Integrated STEM Learning Projects for Early Childhood Teachers Using the TN State Science Standards." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5930.
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