The purpose of this study was to explore the impact of class size reduction (CSR) on student performance while implementing Common Core State Standards (CCSS). The researcher sought to examine test scores specifically in 1st grade classrooms during the 1st year implementation of CCSS. Additionally, the researcher wanted to assist school leaders in identifying ways to motivate teachers to perform at the highest level and focus on student outcomes. The results indicated that students in the CSR classes had higher scores than the students in the non-CSR classes in some subjects. The findings from this study were consistent with the studies in the literature. There was a difference in the pre-test scores and the post-test scores of the CSR and non-CSR. The post-test scores were higher for the students enrolled in the reduction classes. School leaders should consider reducing class size and find a balance between CCSS and the Mississippi frameworks. This challenge will require the support and understanding of the entire learning community and other key members of the educational community. School leaders will be primarily responsible for ensuring this new initiative is put into practice at a high level of rigor to ensure that students are prepared for college and/or a career.

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By July 1, 2003, all Virginia public school teachers must demonstrate proficiency on technology standards mandated by the Virginia Department of Education (VDOE). The responsibility for verifying each teacher’s level of proficiency was delegated to the local school divisions. Public schools across the Commonwealth of Virginia were not given specific direction on how to provide staff development or assess instructional personnel in technology skills except to suggest different web sites on the Department of Education’s home page. The Virginia Department of Education commissioned a study to assess the availability and use of technology in Virginia’s public schools (Virginia Department of Education, 1998a). Recommendations from the study suggest that Virginia should maintain high proficiency standards for teachers and administrators and should consider statewide prototypes, although no prototypes have been recommended by the VDOE. The purpose of this study is to describe and analyze the various methods utilized to assess instructional personnel across the Commonwealth of Virginia on technology standards. A survey was distributed electronically to the directors of technology in each school division in the Commonwealth of Virginia. Methods of assessing instructional personnel, perceptions of effectiveness and cost effectiveness of each method, incentives to meet demonstrated proficiency on the technology standards, and percentage of teachers meeting demonstrated proficiency on the technology standards were assessed on the survey instrument. A 79% response rate indicated that workshops, college courses and portfolio assessment were the methods most used in Virginia public schools. The most effective methods were reported to be workshops, mentoring, performance assessment and college courses. The most cost efficient methods were reported to be portfolio, and signed demonstrative proficiency statement. Recertification points and certificates were the most frequent incentives given to those who demonstrated proficiency of the technology standards. Sixty-nine school divisions reported 80 to 100% of their instructional personnel have demonstrated proficiency on the technology standards as of June 2002. / Ed. D.

Educators across the nation are rethinking the organization of the high school day in relation to time as they face the challenges of a new century. Block scheduling, the use of extended periods of time for learning, is one response to the reorganization of the high school where in Virginia during the 2000-2001 school year, 74% of the high schools were on some form of block scheduling. Two models of block scheduling continue to receive attention in the review of educational literature. They are the alternating day or A-B model and the 4 x 4 model. Although there are numerous qualitative research studies regarding the effects of block scheduling on school climate and student achievement, there is limited quantitative evidence that supports the use of block scheduling to improve student academic achievement on criterion-referenced standardized test scores. This study compared the effects of the 7-period alternating day schedule, the 4 x 4 block schedule, and the traditional single-period schedule on high school student academic achievement as measured by the Virginia Stanards of Learning (SOL) end-of-course assessments. An Analysis of Variance was used as the primary tool to test for mean differences between the test scores. The results indicated that the mean scaled scores for the 7-period alternating day were significantly higher (p<.05) than the mean scaled scores for the 4 x 4 block on the English:Reading, English:Writing, and geometry SOL end-of-course tests. In addition, the mean scaled scores for the 7-period alternating day and the traditional schedule were significantly higher (p<.05) than the 4 x 4 block on the English:Writing SOL end-of-course tests. It appears that the 7-period alternating day schedule has merit in terms of English and geometry instruction. Division and school leaders will want to explore the effects of the 7-period alternating day schedule on English and geometry courses. As a new century unravels, the question of time and how it is used for student learning will continue to be a major focus. Educational leaders must continue to work together with teachers to design and to develop a high school schedule that will provide a maximum learning experience for all students. / Ed. D.

歐樹軍. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 238-253) / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Ou Shujun.

Thesis (doctoral)--Universität, Konstanz, 2001.