Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
Administrators And Teachers Perceptions On The Development Transition And Implementation Of The Standards Based Report Card
Download Administrators And Teachers Perceptions On The Development Transition And Implementation Of The Standards Based Report Card full books in PDF, epub, and Kindle. Read online Administrators And Teachers Perceptions On The Development Transition And Implementation Of The Standards Based Report Card ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis Administrators' and Teachers' Perceptions on the Development, Transition, and Implementation of the Standards-based Report Card by : Eileen Heather Reiter
Download or read book Administrators' and Teachers' Perceptions on the Development, Transition, and Implementation of the Standards-based Report Card written by Eileen Heather Reiter and published by . This book was released on 2019 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study was designed to examine the administrators' and teachers' perceptions of the implementation of the standards-based reporting system and the resulting impact on teachers' instructional practices. In addition, this study investigated the experiences of elementary school administrators and teachers from one public school district located in southeastern Pennsylvania as they transitioned from traditional grading practices to standards-based reporting. Since the district transitioned from a traditional grading system to a standards-based grading system at the elementary level, only teachers and administrators serving students in Kindergarten through grade five participated in the study. Two research questions guided this qualitative study. Twenty-four teachers and two administrators responded to a survey that contained four demographic questions, two four-point Likert scale questions, and four open-ended questions distributed through Google Forms, an electronic survey tool. In addition, five elementary teachers and two administrators participated in a researcher-created interview comprised of separate questions for administrators and teachers. Results indicated that there were differences between the traditional grading system and standards-based grading system. These differences included (a) the types of information included in grades, (b) the impact on student instruction, and (c) the validity of the grades. Based on the findings, implementing the standards-based grading system was necessary, despite the challenges in scoring, consistency, and communication. Furthermore, most of the teachers and administrators believed that the standards-based grading system was the logical and necessary next step in aligning state standards.
Book Synopsis Administrator and Teacher Perceptions of the Transition to Standards-based Grading at the Secondary Level by : Christopher T. Bowman
Download or read book Administrator and Teacher Perceptions of the Transition to Standards-based Grading at the Secondary Level written by Christopher T. Bowman and published by . This book was released on 2014 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined perceptions of administrators and teachers at the secondary level regarding the transition to a standards-based grading and reporting system. The study focused on perceptions of central office administrators (1), building administrators (5), and teachers (65 from grades 6-12) who had been using a standards-based grading and reporting system for several years or were in the first year of implementation. Four research questions guided this qualitative study, and data were collected using three instruments: a survey, an open-ended questionnaire, and individual interviews. Results revealed the ability of standards-based grading to clearly identify students' strengths and weaknesses, allowing for adaptations to curriculum, instruction, and assessments according to student needs. Additionally, teachers changed some instructional practices to enhance student achievement and varied reporting methods to communicate student mastery within a standards-based system. Furthermore, time was essential for professional development, education of stakeholders, technology training, and for conversations about differences in philosophies pertaining to standards-based grading. Finally, participants agreed that the current traditional grading system did not adequately communicate student mastery; however, concerns were raised about the lack of support and congruence of the computerized grading program, lack of parental knowledge about standards-based grading, and lack of time to properly implement a standards-based system.
Book Synopsis Developing Standards-Based Report Cards by : Thomas R. Guskey
Download or read book Developing Standards-Based Report Cards written by Thomas R. Guskey and published by Corwin Press. This book was released on 2010 with total page 497 pages. Available in PDF, EPUB and Kindle. Book excerpt: Providing a clear framework, this volume helps school leaders align assessment and reporting practices with standards-based education and develop more detailed reports of children's learning and progress.
Book Synopsis Teacher and Administrator Perceptions of Standards-based Report Cards by : Amy E. Williams
Download or read book Teacher and Administrator Perceptions of Standards-based Report Cards written by Amy E. Williams and published by . This book was released on 2014 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Breaking Tradition by : Matthew Shappell
Download or read book Breaking Tradition written by Matthew Shappell and published by . This book was released on 2018 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: Traditional K-12 grading systems are criticized as misrepresenting learning and de-motivating students (Guskey, 2009, 2011; Marzano, 2000, 2010; O’Connor, 2002, 2007; Reeves, 2004, 2011), yet grading reform is often met with resistance from parents and public. The shift from a traditional grading system (focused on points) to a standards-based grading system (focused on criteria aligned to important skills), is fraught with challenges for school leaders. The purpose of this case study was to examine how one school district transitioned from a traditional to a standards-based grading system through the lens of a framework for effective change (Fullan, 2008) and effective leadership practices (Leithwood et al., 2004). Two sub-questions were addressed: (1) what are teachers’ perceptions of how individual practice changed through the transition from traditional to standards-based grading? And (2) how might a conceptual framework that accounts for (a) factors of organization change, and (b) best practices for implementation of change in schools, inform leaders as they support teachers’ transition from traditional to standards-based grading? The site of the study was a rural school district than engaged in a five-year strategic shift from traditional to standards-based grading practices. Five years of district related documents were analyzed and interviews were conducted with secondary teachers who transitioned from traditional to standards-based grading. The interview findings indicated that teachers’ instructional practices changed by removing nonacademic factors from grades, incorporating scaffolding techniques, and analyzing student achievement data to inform instruction. The document analysis drew three broad conclusions: (1) the district clearly communicated goals to teachers; (2) the district supported the transition by hiring instructional coaches and providing resources; and (3) the district created a job-embedded professional development system utilizing release time allowing teachers to revise their practice. These results of this case study offer guidance for school leaders wishing to undertake the transition from traditional to standards-based grading. This guidance includes: specific professional development strategies for teacher; providing continuous support for teachers through the transition; and educating principals and the school board about the best ways to support teachers.
Book Synopsis An Examination of Parental Perceptions of Standards-based Report Cards by : Erik Christian Youngman
Download or read book An Examination of Parental Perceptions of Standards-based Report Cards written by Erik Christian Youngman and published by . This book was released on 2017 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: Report cards and standards-based assessing, grading and reporting continue to be relevant topics of focus for educators. This qualitative study is based on a problem of practice in a school district in northern Illinois that recently implemented standards-based report cards (SBRCs). This study developed while I was a principal of an elementary school during initial implementation of SBRCs. This dissertation expanded from the initial focus on understanding parental perspectives of SBRCs to better understanding the communicative value of SBRCs and professional development that could help parents and teachers. The research question that informed this qualitative study is: How do parents perceive the strengths and weaknesses of SBRCs? The parents in this study provided insight about strengths and challenges of SBRCs and explained why different teacher communication during the SBRC process provided them with a more comprehensive understanding of their child's academic performance in school. Effective implementation of SBRCs should maximize comprehensive communication throughout the entire process to enhance parent understanding. Findings from this study can be used by school districts to focus their efforts, knowledge, and professional development on standards-based assessing, grading and reporting that will directly impact the teaching, learning, assessing and communicating in schools.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 668 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book ERS Spectrum written by and published by . This book was released on 2003 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1968 with total page 1092 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Perceptions by : Susan L. DeNadai
Download or read book Teacher Perceptions written by Susan L. DeNadai and published by . This book was released on 2011 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine teacher perceptions of the organizational change from a traditional grading and reporting system to a standards-based grading and reporting system. The study looked at the perceptions of (a) teachers at the elementary level who had been using a standards-based grading and reporting system for three years, (b) middle school teachers in fifth and sixth grade and related arts who had been using a standards-based grading and reporting system for one year, and (c) middle school teachers in seventh and eighth grade who could possibly be implementing a standards-based grading and reporting system in the future. Three research questions guided this qualitative study, and data were collected using three different instruments. Elementary teachers who participated completed a 14-question Likert-scale survey on their perceptions of standards-based grading and reporting after implementation. Middle school teachers of fifth and sixth grade, and related arts teachers that participated, completed a 16-item open-ended questionnaire that compared their responses to Fullan's (1993) Eight Lessons of Change. Additionally, middle school teachers of seventh and eighth grade who consented to participate in this study answered interview questions that focused on the possibility of implementation of standards-based grading and reporting in the coming school year. The results of this study suggested that participants agreed that a traditional grading system does not effectively communicate a student's level of achievement, and that a standards-based grading and reporting system could communicate more effectively individual student achievement. However, the participants agreed that the change to a standards-based grading and reporting system could be difficult and that the lack of an adequate computerized reporting system, a consistent rating scale, and time to design rubrics and common assessments could make it even harder.
Book Synopsis Teacher Perceptions of the Effect of Differentiated Instruction on the Standards-Based Report Card in Conjunction with the Common Core State Standards by : Michelle L. Dempsey
Download or read book Teacher Perceptions of the Effect of Differentiated Instruction on the Standards-Based Report Card in Conjunction with the Common Core State Standards written by Michelle L. Dempsey and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Guide to Implementing the Next Generation Science Standards by : National Research Council
Download or read book Guide to Implementing the Next Generation Science Standards written by National Research Council and published by National Academies Press. This book was released on 2015-03-27 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: A Framework for K-12 Science Education and Next Generation Science Standards (NGSS) describe a new vision for science learning and teaching that is catalyzing improvements in science classrooms across the United States. Achieving this new vision will require time, resources, and ongoing commitment from state, district, and school leaders, as well as classroom teachers. Successful implementation of the NGSS will ensure that all K-12 students have high-quality opportunities to learn science. Guide to Implementing the Next Generation Science Standards provides guidance to district and school leaders and teachers charged with developing a plan and implementing the NGSS as they change their curriculum, instruction, professional learning, policies, and assessment to align with the new standards. For each of these elements, this report lays out recommendations for action around key issues and cautions about potential pitfalls. Coordinating changes in these aspects of the education system is challenging. As a foundation for that process, Guide to Implementing the Next Generation Science Standards identifies some overarching principles that should guide the planning and implementation process. The new standards present a vision of science and engineering learning designed to bring these subjects alive for all students, emphasizing the satisfaction of pursuing compelling questions and the joy of discovery and invention. Achieving this vision in all science classrooms will be a major undertaking and will require changes to many aspects of science education. Guide to Implementing the Next Generation Science Standards will be a valuable resource for states, districts, and schools charged with planning and implementing changes, to help them achieve the goal of teaching science for the 21st century.
Book Synopsis A School Leader's Guide to Standards-Based Grading by : Tammy Heflebower
Download or read book A School Leader's Guide to Standards-Based Grading written by Tammy Heflebower and published by Solution Tree Press. This book was released on 2014-05-30 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: Accurately report students’ academic strengths and weaknesses with standards-based grading. Rather than using traditional systems that incorporate nonacademic factors such as attendance and behavior, learn to assess and report student performance based on prioritized standards. You will discover reliable, practical methods for analyzing what students have learned and gain effective strategies for offering students feedback on their progress.
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 952 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Middle School Journal written by and published by . This book was released on 1998 with total page 726 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Standards Based Report Cards. Research Brief by : Mike Muir
Download or read book Standards Based Report Cards. Research Brief written by Mike Muir and published by . This book was released on 2005 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the increased focus on standards-based education, more and more states, districts and school are becoming interested in standards-based grading and report cards. Hawaii, for example, is a state that is working hard on its "Standards Implementation Design" (SID), including standards-based report cards. As a component of Maine's Local Assessment System, schools have the need to report student progress as it relates to the four (4) performance levels as defined by the Maine Education Assessment (4th, 8th, & 11th grade testing): (1) Does not meet the standard; (2) Partially meets the standard; (3) Meets the standard; and (4) Exceeds the standard. Although standards-based report cards are not required, it is a logical next step. It seems that many jurisdictions across the country are phasing in standards-based report cards, beginning with the elementary grades and then adding the middle schools and high schools in later years. But most of those jurisdictions seem to still rely on proficiency testing for high school students, even though more and more high schools seem to be exploring standards-based report cards. (Contains 22 online resources.).
