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Standards-based accountability: Imp...

Adams, Ronda Lee.

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Standards-based accountability: Improving achievement for all students through standards-based mathematics instruction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Standards-based accountability: Improving achievement for all students through standards-based mathematics instruction./
Author:	Adams, Ronda Lee.
Description:	170 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2080.
Contained By:	Dissertation Abstracts International66-06A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180485
ISBN:	9780542206078

Standards-based accountability: Improving achievement for all students through standards-based mathematics instruction.
Adams, Ronda Lee.

Standards-based accountability: Improving achievement for all students through standards-based mathematics instruction. - 170 p.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2080.

Thesis (Ed.D.)--University of Southern California, 2005.

The purpose of this study was to conduct evaluation research on the professional development intervention implemented to address the effectiveness of standards-based instruction in improving the mathematic achievement of all student subgroups in Yolo County schools. The question addressed in this study was "Does standards-based instruction in mathematics, coupled with professional development on the standards-based content of California State Board of Education-approved text books, lead to increases in student achievement and high school graduation rates for all subgroups in Yolo County schools?"

ISBN: 9780542206078Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Standards-based accountability: Improving achievement for all students through standards-based mathematics instruction.
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100 1 $a Adams, Ronda Lee. $3 1912305
245 1 0 $a Standards-based accountability: Improving achievement for all students through standards-based mathematics instruction.
300 $a 170 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2080.
500 $a Adviser: Dennis Hocevar.
502 $a Thesis (Ed.D.)--University of Southern California, 2005.
520 $a The purpose of this study was to conduct evaluation research on the professional development intervention implemented to address the effectiveness of standards-based instruction in improving the mathematic achievement of all student subgroups in Yolo County schools. The question addressed in this study was "Does standards-based instruction in mathematics, coupled with professional development on the standards-based content of California State Board of Education-approved text books, lead to increases in student achievement and high school graduation rates for all subgroups in Yolo County schools?"
520 $a The Yolo County Office of Education (YCOE) university partnership designed the professional development intervention for teachers delivering math at grade levels 5th through algebra I. Twelve teachers (treatment group) participated in 40-hour institutes; follow-up sessions, and data gathering to measure the effectiveness of the training and support. Ten teachers (control group) recruited as 2005 institute participants simultaneously gathered like data.
520 $a Twelve schools participated in the study. The teacher index ranges from 0.00 teachers trained in standards-based mathematics instruction to 0.50 with a mean of 0.19 indicating that the schools hadn't implemented school-wide professional development.
520 $a There was a significant difference between the treatment group scores on the post-survey and the control group scores (p = .011) (effect size > 1.0). The treatment group results indicate that the treatment group's beliefs on standards based instruction shifted significantly into the high-reform range after the intervention.
520 $a Curriculum calibration indicates that the use of the textbook as the main teaching resource did not ensure that the instruction was on grade-level over 75% of the time. The control group used the textbook as the main teaching resource 30% of the time compared to 55% by the treatment group, yet taught on grade-level more often then the treatment group.
520 $a The implications of this program evaluation point to continued organizational improvement through reducing gaps in: content knowledge, motivation, and organization support. Based on the research cited, and the practical implications from the intervention piloted in the Yolo County schools, the county partnership must continue to build systems of support that embrace standards-based mathematic instruction.
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790 1 0 $a Hocevar, Dennis, $e advisor
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791 $a Ed.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180485