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An examination of standards-based ed...

Hawes, Kathryn M.

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An examination of standards-based education relative to research-based practices in instruction and assessment.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An examination of standards-based education relative to research-based practices in instruction and assessment./
作者:	Hawes, Kathryn M.
面頁冊數:	147 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
標題:	Public policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3688510
ISBN:	9781321671810

An examination of standards-based education relative to research-based practices in instruction and assessment.
Hawes, Kathryn M.

An examination of standards-based education relative to research-based practices in instruction and assessment. - 147 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ph.D.)--University of Southern Maine, 2015.

Public schools in the United States face constant political efforts to reform our educational system. One of major reforms, standards-based education, links all aspects of classroom instruction and assessment with identified, measurable, learning targets. Currently, there is a lack of empirical evidence that standards-based education results in improved student achievement. Explanations for that are: a wide variation in implementation across states, regions, districts, schools, and classrooms; the lack of a clear and consistent purpose and understanding of standards-based instruction; and the fact that reporting practices do not always translate into adjustments to classroom instruction. The major findings in this study suggest an additional explanation is a disconnect occurring at the school and district level. As districts attempt to make meaning of standards-based reform as a public policy, the interpretation and implementation vary substantially. A growing number of school districts are partnering with educational agencies for direction. The result is increased variance across districts.

ISBN: 9781321671810Subjects--Topical Terms:

532803
Public policy.

An examination of standards-based education relative to research-based practices in instruction and assessment.
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245 1 3 $a An examination of standards-based education relative to research-based practices in instruction and assessment.
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500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Adviser: David L. Silvernail.
502 $a Thesis (Ph.D.)--University of Southern Maine, 2015.
520 $a Public schools in the United States face constant political efforts to reform our educational system. One of major reforms, standards-based education, links all aspects of classroom instruction and assessment with identified, measurable, learning targets. Currently, there is a lack of empirical evidence that standards-based education results in improved student achievement. Explanations for that are: a wide variation in implementation across states, regions, districts, schools, and classrooms; the lack of a clear and consistent purpose and understanding of standards-based instruction; and the fact that reporting practices do not always translate into adjustments to classroom instruction. The major findings in this study suggest an additional explanation is a disconnect occurring at the school and district level. As districts attempt to make meaning of standards-based reform as a public policy, the interpretation and implementation vary substantially. A growing number of school districts are partnering with educational agencies for direction. The result is increased variance across districts.
520 $a This qualitative study explores the perceptions of four teachers, from high schools in two different school districts, on the impact of standards-based education on their teaching, and examines whether standards-based education mirrors research-based instructional practices in the instructional practices of those teachers. Each of the subjects participated in a three-part interview process. A Framework for Research-Based Instructional Practices was used as a lens for understanding instructional practices in standards-based classrooms.
520 $a While the study is based upon a small sample of teachers, the results raise critical issues in the implementation, and promise of, standards-based education. All teachers interviewed are shifting their instructional practices, and continuing to implement the five practices in the framework: learning targets; authenticity; feedback; opportunities for remediation; and opportunities for extension. Three additional key practices emerged: focused instructional time, direct instruction, and technology. While there was commonality and consistency within the same district, distinct differences in understanding and implementation were found between districts. In the absence of specificity and instructional guidance, the interpretation and beliefs of consultants, curriculum leaders, and teachers are leading to differences in instructional implementation. Such a response to the void between policy and implementation has resulted in increased variance across districts.
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