The introduction of No Child Left Behind increased performance expectations for students across the United States and compelled teachers to focus on standardized assessments instead of frequent formative assessments to monitor instruction and promote student learning. Common formative assessments (CFAs) help teachers align curriculum, assessment, and instruction while building the collective knowledge of the professional learning communities (PLCs). This qualitative case study analyzed the collaborative processes used by five sixth grade math teachers and one instructional coach (IC) at a Title I middle in the Southern United States to align the rigor between learning objectives, PLC-developed CFAs and classroom instruction. Of the teachers selected for the case study, the most experienced teacher had 35 years of teaching experience while the least experienced had two years of experience. This case study sought to answer the following overarching question: What collaborative processes are used to build CFAs in a PLC comprised of five sixth grade math teachers and one instructional coach at a Title I middle school in the Southern United States. The following sub-questions were also addressed: 1. What professional dialogue occurs when the sixth grade math PLC collaborates to develop CFAs that align with the rigor of TEKS and STAAR? 2. What resources does the sixth grade math PLC use to develop CFAs that align with the rigor of the TEKS and STAAR? Data was collected during collaborative CFA development sessions, eJournal reflection notes, one focus group, and supplemental documents from participants. Qualitative data analysis techniques included combing through the data for codes and using constant comparative analysis to determine main and sub-themes. The findings discovered that the sixth grade math PLC was methodical in their protocols to build CFAs. The progression from beginning to end involved deconstructing the TEKS, sharing instructional strategies, identifying anticipated student misconceptions and posing reflective questions to the group. The results of the case study revealed that the processes involved in creating CFAs were strategically implemented in a way that promoted precise alignment between curriculum, assessment, and instruction.

This thesis has three parts. The purpose of the first part is to analyse the origin, general characteristics, context and meaning of A Dialogue. I also include a history of the editions of this work, and a discussion on how the scholars have understood it. My intention is to explore the possibility of adding to their comments some additional reasons for Hobbes??? intentions in writing A Dialogue. In order to do all this, I have to take into account two main questions: ??? First, the relation between Hobbes (his life, ideas, aspirations, enemies) and A Dialogue; and ??? Second, the specific problem posed to Hobbes by common law. These issues correspond to the three chapters of Part One of the thesis. The second part of the thesis is divided into nine chapters; it analysis the content of A Dialogue section by section, trying to explain Hobbes??? interpretation of English law and legal history. According to Hobbes, an analysis of the rational principles expressed by both common and civil (Roman) law in England shows the indivisible nature of sovereignty. History, supposedly, confirms this. In the third part of the thesis I locate Hobbes??? legal philosophy as a science, according to the same deductive principles, which he states, are applied to geometry. Hobbes intends to make jurisprudence a form of scientific knowledge to reinforce the idea that sovereignty cannot be shared. While pursuing this philosophical enterprise, Hobbes wants to square his science of politics with English legal history. Hobbes argues that in England, except for the period during the civil wars, there has always been only one absolute ruler of the country. By taking this stand, Hobbes, indirectly calls for changes in the English constitutional order, to be made by advocating the authority of the past, and not only by advocating the application of reason.

Thesis (M.S.)--Cleveland State University, 2007. / Abstract. Title from PDF t.p. (viewed on May 8, 2008). Includes bibliographical references (p. 41-45). Available online via the OhioLINK ETD Center. Also available in print.

Thesis (Ph. D.) -- Lincoln University, 2008. / Also available via the World Wide Web.

Thesis (doctoral)--Universität Jena.

Thesis (M.S.)--Colorado State University, 1981. / Includes bibliographical references (leaves 41-43). Also available electronically on the Internet.

Thesis (Ph. D., Plant Science)--University of Idaho, December 2008. / Major professor: Shree P. Singh. Includes bibliographical references. Also available online (PDF file) by subscription or by purchasing the individual file.

Thesis (Ph. D.)--Wisconsin University, 1898. / Reproduction of original from Harvard Law School Library. Bibliography: p. 60-64.

Thesis (Ph. D.)--Wisconsin University, 1898. / "Bibliography of sources and authorities": p. 60-64.

Thesis (LLM (Rsrch) -- Bond University, 2008. / "This thesis is submitted to Bond University in fulfillment of the requirements for the degree of Master of Laws by Research"-- t.p. Bibliography: leaves v-viii. Also available via the World Wide Web.