Rozprawy doktorskie na temat „Curriculum standards”
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Reed, Delanna. "Storytelling, Multiple Intelligences and Curriculum Standards". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1291.
Pełny tekst źródłaHess, 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.
Pełny tekst źródłaLlerandi, Lori. "Standards based art curriculum for sixth grade students". [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/LLlerandi2007.pdf.
Pełny tekst źródłaGodwin, Scott Douglas. "Gender issues, core curriculum, and statewide content standards". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2100.
Pełny tekst źródłaToavs, Karen Jaclyn. "How Rural Educators Implement Common Core State Standards". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3212.
Pełny tekst źródłaWilborn, LaChelle Rachel. "Hospitality curriculum: a comparative assessment based on ACPHA standards". Thesis, Virginia Tech, 1994. http://hdl.handle.net/10919/43684.
Pełny tekst źródłaMaster of Science
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/.
Pełny tekst źródłaSmith, 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.
Pełny tekst źródłaCorzine, Elizabeth. "Standards-based grading| Effects on classroom instruction". Thesis, McKendree University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10190457.
Pełny tekst źródłaThe 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.
Toavs, Karen Jaclyn. "How Rural Educators Implement Common Core State Standards". Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10251816.
Pełny tekst źródłaImplementation 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.
Blyth, Andrew, i 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.
Pełny tekst źródłaMiller, Jennifer Lynn. "Eighth Grade Reading Curriculum: How Teachers Make Choices". Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1190057922.
Pełny tekst źródłaBay, 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.
Pełny tekst źródłaNdlovu, M., i 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.
Pełny tekst źródłaDingman, 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.
Pełny tekst źródłaThe 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.
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.
Pełny tekst źródłaDiLoreto, 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.
Pełny tekst źródłaO'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.
Pełny tekst źródłaEnglish 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.
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.
Pełny tekst źródłaLoedding, Nancy Beth Thompson. "Effects of Common Core Curriculum Standards on High School Students with Disabilities". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1543.
Pełny tekst źródłaAlexander, 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.
Pełny tekst źródłaVega, 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.
Pełny tekst źródłaMcVeigh, Matt. "Standards-based performance assessment in the comprehensive music classroom". Thesis, The University of Wisconsin - Milwaukee, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1546867.
Pełny tekst źródłaThe 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.
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.
Pełny tekst źródłaTitle 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.
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.
Pełny tekst źródłaRoth, 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.
Pełny tekst źródłaJanisin, 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.
Pełny tekst źródłaDoering-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.
Pełny tekst źródłaAhearn, Mary Catherine, Kathleen Ryan Been i 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.
Pełny tekst źródłaFernandez, 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.
Pełny tekst źródłaRadtke, 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.
Pełny tekst źródłaEichman, 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.
Pełny tekst źródłaLowther, 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.
Pełny tekst źródłaStruthers, Amber Lee. "The Relationship between Science Curriculum Aligned to Common Core State Standards and Scientific Literacy". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1628.
Pełny tekst źródłaDiletti, 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.
Pełny tekst źródłaThe 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.
Sage, Cynthia Faye. "Stem Lessons for Promoting 21st Century Learning Standards". TopSCHOLAR®, 2017. https://digitalcommons.wku.edu/theses/2050.
Pełny tekst źródłaRoseborough, 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.
Pełny tekst źródłaNolan, 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.
Pełny tekst źródłaKeith, 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.
Pełny tekst źródłaO'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.
Pełny tekst źródłaThesis 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.
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.
Pełny tekst źródłaWanyonyi, 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.
Pełny tekst źródłaOccupational 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
Keith, Karin, Jaime Price i 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.
Pełny tekst źródłaKing, 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.
Pełny tekst źródłaFoulke, 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.
Pełny tekst źródłaEd. D.
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.
Pełny tekst źródłaD'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.
Pełny tekst źródłaTai, Chih-Che, Karin Keith i 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.
Pełny tekst źródłaKeith, Karin, Jaime Price i 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.
Pełny tekst źródłaRobertson, Cathy. "Restructuring High School Science Curriculum: A Program Evaluation". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/270.
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