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Implementing proficiency-based learn...

Toland, Catherine.

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Implementing proficiency-based learning: Perspectives of three Vermont high school social studies teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Implementing proficiency-based learning: Perspectives of three Vermont high school social studies teachers./
作者:	Toland, Catherine.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	143 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
Contained By:	Dissertation Abstracts International78-04A(E).
標題:	Social sciences education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10243730
ISBN:	9781369388893

Implementing proficiency-based learning: Perspectives of three Vermont high school social studies teachers.
Toland, Catherine.

Implementing proficiency-based learning: Perspectives of three Vermont high school social studies teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 143 p.

Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.

Thesis (Ed.D.)--The University of Vermont and State Agricultural College, 2017.

The passage of Act 77 in June 2013 and the Educational Quality Standards passed in April 2014 are significantly changing the way education is being conceptualized in Vermont. These two policy mandates called for all Vermont high schools to shift to proficiency-based learning (PBL), also known as standards-based, competency-based or mastery-based learning, by 2020. Yet scant research exists on how to implement PBL. This qualitative study addresses this need by examining the perspectives of three exemplary high school social studies teachers who were early adopters of proficiency- based instruction and learning in their classrooms. The research centered on questions about the teachers' perspectives on the curricular, instructional, and assessment shifts accompanying and supporting the implementation of PBL. The theoretical framework that informed this study was constructivist theory and the notion that knowledge is socially constructed through the learner's interaction with the world (Brooks & Brooks, 1999). The study focused on teachers' perspectives on and understandings of these shifts in order to capture innovative tools, strategies, and instructional approaches they developed as they implemented PBL. The findings may inform the thinking of social studies educators, administrators, policy makers, students, and other stakeholders interested in implementing PBL.

ISBN: 9781369388893Subjects--Topical Terms:

2144735
Social sciences education.

Implementing proficiency-based learning: Perspectives of three Vermont high school social studies teachers.
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520 $a The passage of Act 77 in June 2013 and the Educational Quality Standards passed in April 2014 are significantly changing the way education is being conceptualized in Vermont. These two policy mandates called for all Vermont high schools to shift to proficiency-based learning (PBL), also known as standards-based, competency-based or mastery-based learning, by 2020. Yet scant research exists on how to implement PBL. This qualitative study addresses this need by examining the perspectives of three exemplary high school social studies teachers who were early adopters of proficiency- based instruction and learning in their classrooms. The research centered on questions about the teachers' perspectives on the curricular, instructional, and assessment shifts accompanying and supporting the implementation of PBL. The theoretical framework that informed this study was constructivist theory and the notion that knowledge is socially constructed through the learner's interaction with the world (Brooks & Brooks, 1999). The study focused on teachers' perspectives on and understandings of these shifts in order to capture innovative tools, strategies, and instructional approaches they developed as they implemented PBL. The findings may inform the thinking of social studies educators, administrators, policy makers, students, and other stakeholders interested in implementing PBL.
520 $a The major findings that emerged in this study included several key components the teachers identified as vital to PBL implementation in a classroom including the need to: 1) identify key skills and concepts required to meet proficiencies, 2) use targeted and ongoing feedback with learners, 3) enact a curricular design that situates proficiencies in authentic experiences that provide multiple opportunities for practice, 4) support the emergence of new structures in high schools such as larger chunks of time with students, high school teaming, and flexible grouping of students, and 5) teach students explicitly about the learning process.
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