東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Curriculum planning in American high...

Sheehy, Alexis Marbury.

Linked to FindBook

Google Book

Amazon

博客來

Curriculum planning in American high schools: A study of teacher's strategies in two policy contexts.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Curriculum planning in American high schools: A study of teacher's strategies in two policy contexts./
Author:	Sheehy, Alexis Marbury.
Description:	174 p.
Notes:	Source: Dissertation Abstracts International, Volume: 60-12, Section: A, page: 4309.
Contained By:	Dissertation Abstracts International60-12A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9955527
ISBN:	0599579420

Curriculum planning in American high schools: A study of teacher's strategies in two policy contexts.
Sheehy, Alexis Marbury.

Curriculum planning in American high schools: A study of teacher's strategies in two policy contexts. - 174 p.

Source: Dissertation Abstracts International, Volume: 60-12, Section: A, page: 4309.

Thesis (Ed.D.)--University of Southern California, 1999.

The problem. America's high schools which are making provisions for the academically talented are working in two Policy Contexts to develop and deliver high quality curriculum. Policy Context one is offering Honors courses and Policy Context two is offering Advanced Placement (AP) or International Baccalaureate (IB) courses. Both Policy Contexts involve offering a curriculum which is usually of high quality, includes higher level thinking skills, and demands top quality work of students. The curricula of Honors classes are established locally and student performance is internally evaluated whereas AP/IB curricula are developed nationally or internationally and student performance is externally evaluated and provides students an opportunity to earn college credit.

ISBN: 0599579420Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Curriculum planning in American high schools: A study of teacher's strategies in two policy contexts.
LDR:03237nmm 2200289 4500 001 1840957
005 20050822121240.5
008 130614s1999 eng d
020 $a 0599579420
035 $a (UnM)AAI9955527
035 $a AAI9955527
040 $a UnM $c UnM
100 1 $a Sheehy, Alexis Marbury. $3 1929273
245 1 0 $a Curriculum planning in American high schools: A study of teacher's strategies in two policy contexts.
300 $a 174 p.
500 $a Source: Dissertation Abstracts International, Volume: 60-12, Section: A, page: 4309.
502 $a Thesis (Ed.D.)--University of Southern California, 1999.
520 $a The problem. America's high schools which are making provisions for the academically talented are working in two Policy Contexts to develop and deliver high quality curriculum. Policy Context one is offering Honors courses and Policy Context two is offering Advanced Placement (AP) or International Baccalaureate (IB) courses. Both Policy Contexts involve offering a curriculum which is usually of high quality, includes higher level thinking skills, and demands top quality work of students. The curricula of Honors classes are established locally and student performance is internally evaluated whereas AP/IB curricula are developed nationally or internationally and student performance is externally evaluated and provides students an opportunity to earn college credit.
520 $a Purpose of the study. The purpose of the study is to find out more about these two policy contexts for courses for academically talented students in American high schools. Broadening our information base about these types of courses may aid educators in helping students be more successful in high school in general and in the new state assessment in particular.
520 $a Findings. Analyses were made of the perceptions of teachers and students within both policy contexts: Honors and AP/IB regarding the relative influence of program format upon the role of the teacher in curriculum and assessment development, the characteristics of the courses as perceived by teachers and students, and the costs and benefits associated with teaching these classes. It was concluded that the AP/IB Policy Context is significantly more effective than the Honors Policy Context in (a) creating networks of teachers and other professionals to work together to design curriculum, (b) stimulating teachers' professional development, (c) creating and maintaining consistent standards for high quality work, (d) creating a coach-to-student relationship, (e) engendering accountability for students and teachers with the external common assessment.
520 $a Conclusions. While further research is needed, evidence suggests that the AP/IB Policy Context is more effective than Honors in establishing consistent standards for high quality work. In meeting those standards, students can demonstrate their achievement in relationship to students nationally and internationally because of the common external examination.
590 $a School code: 0208.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Secondary. $3 539262
690 $a 0727
690 $a 0533
710 2 0 $a University of Southern California. $3 700129
773 0 $t Dissertation Abstracts International $g 60-12A.
790 $a 0208
791 $a Ed.D.
792 $a 1999
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9955527