Date of Award
2015
Call Number
LB3060.83 .H38 2015
Document Type
Open Access Dissertation
Degree Name
Doctor of Philosophy in Public Policy
Department
Muskie School of Public Service
First Advisor
David Silvernail
Second Advisor
Catherine Fallona
Third Advisor
Anita-Stewart-McCafferty
Keywords
National and state of Maine education reform efforts, learning targets, standards based grading procedures
Abstract
Public schools in the United States face constant political efforts to reform our educational system. One of the major reforms, standards-based education, links all aspects of classroom instruction and assessment with identified , measureable , learning targets. Currently, there is a lack of empirical evidence that standards-based education results in improved student achievement. Explanations for that are: a wide variation in implementation across states, regions, districts, schools, and classrooms; the lack of a clear and consistent purpose and understanding of standards-based instruction; and the fact that reporting practices do not always translate into adjustments to classroom instruction.
Recommended Citation
Hawes, Kathryn M. PhD, "An Examination of Standards-Based Education Relative to Research-Based Practices in Instruction and Assessment" (2015). All Student Scholarship. 171.
https://digitalcommons.usm.maine.edu/etd/171
