M.S.

The problem is to examine and analyze the methods used for reporting pupil progress in the elementary schools; to give evidence of the significant changes underlying the concepts of educational achievement; and to give consideration to the basic principles involved in order to develop a desirable method.

No description available.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

The InterdIsciplInary and exploratory nature of thIs thesis has made It difficult to write. The thesIs is InterdIscIplinary in the sense that it touches on a number of broad areas of study. The methodology which was adopted, In partIcular the use of content analysis and of certaIn statIstical processes rests on a knowledge of psychology. The category system which is made up of a number of types of hIstory could only be constructed after an extensIve consideration of the nature of history. The discussIon of the case for and agaInst the current syllabus,and the proposal for a new alternative syllabus at '0' and 'A' level (see Chapters 13 and 14), draws mainly on an understanding of the theoretical debates about the teaching of history which have occurred since the Second World War. FInally throughout the thesis references are made to the evidence and Ideas put forward by historians about particular periods of history. The thesis Is also exploratory.· The findings which are reported arise from the use of a category system drawing on the different types of history developed by hIstorians. No other researchuhas attempted to create such a broad category system, to assess Its valIdIty and reliability and then to employ It to code material dealinq with extensive periods of British and European history. At the same time the arguments, whIch are employed to defend and to attack the existinq syllabus (see Chapter 13), and to construct the outlines of a new syllabus (see Chapter 14), had to be created almost ab initio, since the dominance of particular types of history. both at university and school level. has not been debated extensively. either by historians. or by those writers. who discuss the teaching o f h·I story. These two asoects of the thesis have had a number of reoercussions. First of all vast topics have had to be discussed in a cursory fashion. For example all the arguments for the inclusion or exclusion of oartlcular types of history in the category system had to be reviewed in one chapter. a few pages being devoted to each of the types of history. Secondly maior themes and arguments relating to the nature of history. and to history teachinQ. have had to be exemplified with disturbing brevity. Thus the debate over the impact of oarticular types of history on the community(l) had to be illustrated by a small number of examples when the whole thesis could have been devoted to the discussion. Thirdly. and finally. the wide ranging nature of the thesis has made it impossible to conduct the exhaustive study of every aspect of the subject which would have been appropriate had the topic been more narrowly defined. However. despite these disadvantages. it is to be hoped that this interdisciplinary and exploratory study will throw light on a vital area of the history syllabus in schools.

The present research was an investigation of the effect of two methods of reporting pupil progress on adjustment and achievement of fourth grade pupils in a suburban elementary school. One method involved the use of an evaluation form reflecting performance in terms of ability, parent-teacher conferences, and work samples. The other method was comprised primarily of competitive grading and marking procedures, utilizing a standard report card to report results.

The accountability measures implemented by the states as a result of federal government mandates required by the No Child Left Behind Act (2001 [NCLB]) have created the need for states to develop standardized benchmark assessments as part of the compliance requirements set by the federally mandated act. State and local standardized tests have become an everyday part of public school life. A quantitative study was conducted to assess the correlation of students' scores on the reading portion of the Florida Comprehensive Assessment Test (FCAT) and students' reading percent scale-scores on one Florida county's benchmark reading assessment (CBAT) with students' teacher-assigned grades (TAG) for 10th-grade, English Language Arts courses. The study also assessed the predictive values of the 3 criterion variables and the moderating effects of 6 categorical variables: Race (White, Black, and Hispanic), Socioeconomic status (SES), English Language Learner status (ELL), and Students with Disabilities status (SWD), which contribute to Florida's Adequate Yearly Progress (AYP) ranking of school grading policy. The study found that there was a moderate and positive correlation among the 3 criterion variables and that the combination of students' scores on the reading portions of both the CBAT and the FCAT showed a significant predictive value in predicting students' TAG. The study showed an even higher predictive value of the combination of students' scores on the CBAT and students' TAG in predicting students' scores on the FCAT. The study showed there was a moderating effect of the categorical variable Race on the correlation between students' CBAT reading scores and students' TAG; however, Race did not moderate the correlation between students' scores on FCAT and students' TAG. / The study found a moderating effect of the categorical variable SES on the correlation between students' scores on CBAT and students' scores on FCAT and students' TAG. The study showed a moderating effect of the categorical variable ELL between students' scores on FCAT and students' TAG and between students' scores on CBAT and students' TAG. The categorical variable SWD did not show any moderating effect between students' scores on CBAT and students' TAG, or between students' scores on FCAT and students' TAG. / by Christopher A. Beaulieu. / Thesis (Ed.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.