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The impact of standards-based backwa...

Herczog, Michelle Marie.

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The impact of standards-based backwards mapping design on instructional practices of teachers, grades 3--5.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The impact of standards-based backwards mapping design on instructional practices of teachers, grades 3--5./
作者:	Herczog, Michelle Marie.
面頁冊數:	118 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1165.
Contained By:	Dissertation Abstracts International64-04A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3089039

The impact of standards-based backwards mapping design on instructional practices of teachers, grades 3--5.
Herczog, Michelle Marie.

The impact of standards-based backwards mapping design on instructional practices of teachers, grades 3--5. - 118 p.

Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1165.

Thesis (Ed.D.)--University of California, Los Angeles, 2003.

The California State Board of Education adopted the History/Social Science Academic Content Standards for California Public Schools, Kindergarten through Grade 12 in October, 1998. They describe what it is students should know and be able to do in the field of history/social science in grades K--12. Traditional instructional practices focus on the development and delivery of instruction but provide little guidance to help teachers realize if the newly adopted, rigorous standards are met by students.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

The impact of standards-based backwards mapping design on instructional practices of teachers, grades 3--5.
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500 $a Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1165.
500 $a Chair: Yasmin B. Kafai.
502 $a Thesis (Ed.D.)--University of California, Los Angeles, 2003.
520 $a The California State Board of Education adopted the History/Social Science Academic Content Standards for California Public Schools, Kindergarten through Grade 12 in October, 1998. They describe what it is students should know and be able to do in the field of history/social science in grades K--12. Traditional instructional practices focus on the development and delivery of instruction but provide little guidance to help teachers realize if the newly adopted, rigorous standards are met by students.
520 $a This study proposed an instructional approach called backwards mapping to 19 teachers, grades 3--5, to provide them with the knowledge and skills to implement standards-based practices and enable all students to meet the California History/Social Science Content Standards. The teachers were participants in a Teaching American History Grant awarded to the Los Angeles County Office of Education. They were trained in the model, designed and implemented backwards mapping instructional units, and reflected upon the process throughout the study. Their draft and final instructional units along with student sample assessments were analyzed and compared with their self-reported perspectives of the process to determine the impact of the backwards mapping approach on instructional practices. Teachers' perceptions of their understanding of the backwards mapping approach were not reflected in their draft instructional units. This prompted the need for individual feedback and coaching.
520 $a Findings indicated that the backwards mapping approach is an effective method for helping teachers implement standards-based practices to enable all students to meet content standards. However, a number of conditions must be present for this to occur. Training must be focused and provide concrete examples. Teachers need individual feedback, coaching, and opportunities to reflect upon their learnings throughout the training and implementation process. They need ample time to develop and implement their units in the classroom. And in order for teachers to change their belief systems they must first experience a change in practices. Findings from this study will be used to develop a backwards mapping training module to improve history education and the academic achievement of students throughout California in the area of history/social science.
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