- About
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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
Search results
Showing 11 to 14 of 14 (0.019 seconds)| 11 |
Cut Once, Measure Everywhere: The Stability of Percentage of Students Above a Cut ScoreHollingshead, Lynne Marguerite 26 July 2010 (has links)
Large-scale assessment results for schools, school boards/districts, and entire provinces or states are commonly reported as the percentage of students achieving a standard – that is, the percentage of students scoring above the cut score that defines the standard on the assessment scale. Recent research has shown that this method of reporting is sensitive to small changes in the cut score, especially when comparing results across years or between groups. This study extends that work by investigating the effects of reporting group size on the stability of results. For each of ten group sizes, 1000 samples with replacement were drawn from the May 2009 Ontario Grade 6 Assessment of Reading, Writing and Mathematics. The results showed that for small group sizes – analogous to small schools – there is little confidence and that extreme caution must be taken when interpreting differences observed between years or groups.
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Cut Once, Measure Everywhere: The Stability of Percentage of Students Above a Cut ScoreHollingshead, Lynne Marguerite 26 July 2010 (has links)
Large-scale assessment results for schools, school boards/districts, and entire provinces or states are commonly reported as the percentage of students achieving a standard – that is, the percentage of students scoring above the cut score that defines the standard on the assessment scale. Recent research has shown that this method of reporting is sensitive to small changes in the cut score, especially when comparing results across years or between groups. This study extends that work by investigating the effects of reporting group size on the stability of results. For each of ten group sizes, 1000 samples with replacement were drawn from the May 2009 Ontario Grade 6 Assessment of Reading, Writing and Mathematics. The results showed that for small group sizes – analogous to small schools – there is little confidence and that extreme caution must be taken when interpreting differences observed between years or groups.
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A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent CurriculumNeves, Ana Cristina Trindade 14 December 2009 (has links)
This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education.
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A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent CurriculumNeves, Ana Cristina Trindade 14 December 2009 (has links)
This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education.
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