This study explores beliefs and practices about standards of quality in Texas public prekindergartens as viewed from various perspectives, including prekindergarten teachers, administrators of prekindergarten programs, and families of prekindergarten students. These beliefs and practices are compared with widely-accepted national standards of quality for preschool programs.

D. Phil. / School based assessment (SBA) or continuous assessment (CASS) as it is often referred to, includes all forms of assessment conducted by the teacher, at the classroom level, which are then collated for summative judgment purposes to feed into the exit point assessment result. Internationally there has been a search for more authentic forms of assessment and South Africa has also explored alternative forms of assessment so that the final assessment is not dominated by a once-off external summative examination. SBA was officially introduced as part of the assessment regime for the award of the Senior Certificate, in the South African education system, in 2001 and has subsequently been included as part of the assessment requirement for the National Senior Certificate (NSC) that replaced the Senior Certificate, in 2008. As much as SBA allows for a broader form of assessment of learning, it reduces the reliability of assessment and claims have been made that it impacts on the public confidence and credibility of the certificate. This is as a result of assessment now being conducted by teachers in the classroom, who are poorly equipped to implement SBA. Umalusi, the Quality Assurance Council, responsible for the final standard and quality of exit assessment has raised concerns about the reliability of SBA and therefore, to guard the credibility of the Senior Certificate and the National Senior Certificate, the Council has statistically moderated the SBA marks using the examination marks as a benchmark. This form of moderation has been regarded as not being the most appropriate, since it undermines the essence and purpose of this form of assessment. Therefore this study attempts to review the current form of quality assurance of SBA as it is implemented across all provincial education departments (PEDS), so as to develop an improved model for the quality assurance of SBA. In order to adequately contextualise the study, two of the key components of this study, that is, school based assessment (SBA) and quality assurance, were explored in detail in chapter two of the study. This chapter also evaluated the strengths and weaknesses of SBA, and then focused on the implementation and management of SBA in South Africa, its current status and challenges. The major challenges facing the South African schooling system, with regard to SBA, relate to: (a) the lack of a clear understanding of the specific purpose of SBA; (b) the policies, structures and processes for the implementation of SBA are grossly inadequate; (c) the reliance on statistical moderation of SBA has resulted in a lack of motivation to improve the quality of SBA; and therefore there is a need for creative thinking to ensure fairness in SBA.

This study concentrated on word problems in Grades Kindergarten-3 and the application of the Standards for Mathematical Practice and the Content Standards. The study also included an analysis of focus, coherence, and rigor in the materials. The textbooks used were among the first editions to be published after the acceptance of the Common Core State Standards in more than 40 states. The study analyzed the presence of the Common Core Standards in each series and how the three textbook series compared to each other in their word problem solving. The correlation of materials in the three textbook series relied on publishers’ descriptions in the Lesson Openers where the usages of the Standards for Mathematical Practice and the Content Standards and the principles of focus, coherence, and rigor are listed. The publishers’ descriptions were analyzed and compared to the individual evaluation criteria. Using an evaluation criterion, the study examined how Standards for Mathematical Practice were implemented in the textbooks. With the exception of a few grades in two textbook series, the texts displayed low percentages in their adherence to the Standards. The textbook series were similar in their development of word problems labeled with Standards for Mathematical Practice and word problems not labeled with the Standards. In this comparison, the only difference between the two types of word problems was in the verbiage. The Content Standards were used to determine the textbook series alignment with the Standards. The three textbook series showed low implementation of word problem Content Standards when compared to the total number of Standards. In two series, only one Content Standard was listed multiple times rather than a combination of comparable Standards. Relying on the publishers’ descriptions, the study showed how publishers implemented focus, coherence, and rigor in their materials. Of the three publishers, one publisher did not list coherence and rigor in its materials. The other two publishers adhered to focus and coherence in most or all of their materials. All of the publishers fell short in the application of rigor in their textbook series.

The purpose of this study is to evaluate the impact of the standards-based accountability (SBA) provisions of No Child Left Behind (NCLB) on the retention of teachers of color. I am interested in this impact, given the growing body of evidence suggesting a more diverse teacher workforce would benefit all students, particularly students of color (Villegas & Irvine, 2010); however, the teacher workforce is becoming increasingly homogenous and white, in part, due to the declining retention of teachers of color. Overall, I hypothesize that the widespread introduction of SBA as prescribed by NCLB has changed teachers’ instructional practices, thereby changing teachers’ experiences of their job and ultimately their employment decisions. Further, I posit that those changes in teachers’ experience, particularly reductions in perceptions of classroom autonomy, disproportionately impacts the employment decisions of teachers of color (Ingersoll & May, 2011). In this study, I answer three research questions: (1) How have trends in teacher retention changed over time and, how does that vary by teacher race/ethnicity? (2) What teacher-, school-, and organizational-factors influence teacher retention, and how do those vary by teacher race/ethnicity? (3) How has the widespread introduction of SBA through NCLB influenced teacher retention, and how does that vary by teacher race/ethnicity? I use the Schools and Staffing Survey (SASS) and its accompanying Teacher Follow-Up Survey (TFS) to answer my three research questions. Overall, I confirm an increasing decline in the retention of black and Hispanic teachers and decreasing perceptions of classroom autonomy, which coincides with the widespread introduction of SBA through the signing of NCLB in 2002. However, that decline in retention is only significant for black teachers and not for Hispanic teachers by 2007-08. Additionally, using a linear probability model, I found that the relationship between perceptions of classroom autonomy and retention varies by teacher race/ethnicity, and that there is a significant relationship between perceptions of classroom autonomy and retention for black teachers in 2007. However, I did not find that relationship for Hispanic teachers or white teachers. Ultimately, using a difference-in-difference (DD) model, I only found a significant decline in retention for Hispanic teachers as result of the SBA provisions of NCLB; however, it is unclear how the SBA provisions of NCLB is driving that decline, since I did not find a meaningful relationship between perceptions of classroom autonomy and retention for Hispanic teachers. In that DD model, I did not find a similar decline for black teachers. On the contrary, I found that black teachers in 2007 in states that had previously adopted SBA provisions similar to those in NCLB (Prior states) experienced a significant decline retention and perceptions of classroom autonomy, despite previous exposures to those SBA provisions. These counterintuitive results lead me to reinterpret my results applying institutional theory. Using institutional theory, I concluded that Prior states were able to implement the SBA provisions of NCLB with greater fidelity and, therefore, the impact of NCLB on perceptions of classroom autonomy and retention was greatest for black teachers in those states. Based on these results, I offer future research and policy recommendations to improve the diversity of the teacher workforce.

This dissertation examined the changes of Geometry Education in New York State in connection with the differences in the New York State Mathematics Standards (1999, 2005, 2011). As a result of this analysis, a theoretical framework was created to support teachers in making the shift from teaching towards the 2005 learning standards to teaching towards the goals of the Common Core Standards (2011). Once created, the theoretical framework served as the basis of the development of a collection of problems on various topics in geometry used by teachers in their geometry classrooms. This document can be found in the Appendix of this dissertation. As seen in the past, curriculum, standards, and assessment are all intertwined and reflect one another. In order to bridge the gaps and explore relationships between these components, this research compares the various New York State Mathematics Standards to determine differences in topical coverage as well as an analysis of the New York State Geometry Regents examinations under the 2005 standards and Common Core Standards. Additionally, the research builds on these results and also analyzes select New York State Regents Examination questions in specific topics. This study used the information gathered to create a collection of problems based on certain principles to support teachers in adequate preparation of students for the Common Core Geometry Course. Teachers found the principles provided to be very useful in creating their own problems for additional topics, and found the collection of problems to be very helpful in the teaching and learning of geometry to their students.

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This study addressed the controversy among academics in conventional universities over the credibility of distance education for degree credit. Faculty scepticism has slowed the development and expansion of distance education despite increased demands for it. Distance education is an educational method in which the teacher and learners are separated in time and space for the majority, if not all, of the teaching-learning process; two-way communication occurs primarily via print, postal service, and telecommunications (Keegan, 1990). There is little empirical evidence about the reasons for the antagonism between the supporters and opponents of distance education. The purpose of this research was to explain why some faculty support distance education while others do not. Support was defined as how faculty would speak about and vote for proposals to offer distance education courses for degree credit. The conceptual framework drew on studies of faculty attitudes towards university expansion and distance education, and literature on academic culture and change. An interpretive perspective and qualitative methods dominated the two-phase study. First, a mailed survey (n=487) investigated the extent of faculty familiarity with and support for distance education. Then faculty (n=50) were interviewed from three categories of support for distance education identified by the survey: supportive, divided support, and opposed. The interviews explored how faculty understood the compatibility and feasibility of distance education. Compatibility was defined as the congruence of distance education with faculty beliefs and values about the accessibility and quality of university education. Feasibility was the perceived ability to successfully implement distance education. In general, faculty were not very familiar with or supportive of distance education, except for undergraduate courses. There was very little support for a graduate program by distance education. There were significant differences in faculty support by discipline and gender. The reasons for variations in faculty support for distance education are best explained by the concept of compatibility. Faculty supported distance education if it was congruent with their beliefs and values about university education in general. Faculty thought about distance education as promoting social justice, as an educational method, or as the distribution of information. Faculty who were supportive held the beliefs and values Trow (1973) associated with mass education while those who were opposed tended to believe in an elite approach to university education. There was a substantial divided group who were in a conflict about the priority that should be given to the major values involved, the accessibility and quality of university education. The study contributes to the development of theory about different conceptions of university and distance education and provides insight into the study of disciplinary cultures. It presents a revised conceptual framework for further research on the topic. The results have implications for educational planning and for the development of distance education.

The competition for scare resources in higher education has increased the pressure on administrators and educators to evaluate educational programs, and to demonstrate quality outcomes. Accreditation has been suggested as a useful tool for looking at accountability, but little research has been conducted to explore this issue, particularly in program accreditation. Little evidence exists to support the assumption that program accreditation adds value to the educational environment. This study explored the perceptions of program directors and administrators regarding the impact of accreditation on the quality of Canadian dental hygiene diploma programs. A 63% response rate was received from the 54 individuals surveyed, representing an 85% institutional response rate from the 27 accredited programs. Of these respondents, 21 individuals also participated in a semi-structured interview. Descriptive and inferential statistics including t-tests and ANOVAs were calculated for the usefulness of accreditation, the importance of accreditation requirements, and the value of accreditation phases. Accreditation as a stimulus for improvement was rated as extremely useful by 41% and very useful by 41%. As a tool for self-evaluation it was rated as extremely useful by 24% and very useful by 56%. While all the standards were rated as important, the following received the highest ratings: Clinical Outcomes Review Evaluation {extremely important 38%, and very important 35%), curriculum {extremely important 44% and very important 44%), preparation for clinical practice {extremely important 40% and very important 47%), and faculty and faculty development (extremely important 38% and very important 50%). While the site-visit and the report were valued, the self-study phase received the highest ratings in promoting program quality (great value 41% and much value 41%). The accreditation process appears to be the most important factor in understanding the relationship between accreditation and program quality. The process provides the catalyst for transforming accreditation standards into quality elements within programs. While accreditation influences program quality, educational institutions mainly seek accreditation to facilitate licensure and portability of graduates. If the link between licensure and accreditation decreases, the support of the educational institutions may wane.

This thesis presents the findings of a project with the overarching aim of exploring the role of School Based Assessment (SBA) in mathematics as a component alongside external written examinations for qualifications. The research was carried out in New Zealand during the implementation of the National Certificate of Educational Achievement (NCEA). The NCEA was implemented in 2002. The NCEA is targeted at three levels: Level 1 for Year 11 (fifth form) to replace the School Certificate Examinations (SC); Level 2 for Year 12 (sixth form) to replace Sixth Form Certificate Examinations (SFC) and; Level 3 for Year 13 (seventh form) to replace University Bursaries (UB). The NCEA uses standards based methods of assessment as opposed to its predecessors (SC, SFC, and UB) which used norm referenced methods of assessment. The examination at each level is divided into internal and external assessments. The internal assessment called Internal Achievement Standards (assessed by teachers in schools) is an SBA component. It is this component of the NCEA Level 1 examination which formed the focus of the study. A qualitative approach was used in the research through interviews, school visits part of which involved participant observation in assessment situations, and participant observations at professional development (PD) workshops for teachers. Four different groups of participants were interviewed for this research: policy-makers at the New Zealand Ministry of Education (MoE) and the New Zealand Qualifications Authority (NZQA), The Mathematics Expert Panel, the facilitators of professional development (PD) workshops for teachers, and teachers of NCEA Level 1 mathematics. A total of 58 persons were interviewed. The perspective of each of these groups was necessary since each group had its specific role to play in the implementation of the NCEA. The policy-makers were asked to articulate the rationale for the SBA component of the NCEA. The Mathematics Expert Panel, which had decided on the areas of the secondary school mathematics best suited for SBA were asked to explain how this was done. The facilitators of the PD workshops recounted their experiences as they facilitated the teachers on how to assess against standards. Teachers who had the role of practical implementation were asked to articulate what they thought the rationale for an SBA was. They were also asked about the issues they confronted and the challenges they faced as they were introduced to a new regime of assessment. Both policy-makers and teachers are agreed that the rationale for an SBA component is to assess those objectives of the curriculum which are not appropriately, adequately and validly assessed in an external examination. A Framework was developed to gauge suitability of topics in the secondary school�s curriculum for SBA. The topics of the secondary curriculum found to be best suited for SBA are some parts of Geometry and Trigonometry, Measurement, and Statistics and Probability. The findings of this research provide adequate evidence that SBA has the potential for making a wider range of the school mathematics curriculum open to assessment. School Based Assessment also has the potential to get teachers at the secondary level to use pedagogical approaches that they rarely use when they teach for external examinations only. Facilitators of the PD workshops and the teachers of NCEA mathematics were of the opinion that the NCEA was too hurriedly implemented. Teachers confronted many teething problems and had many concerns during the first year of implementation. However, after three years, most of the teachers believe that the concerns they had during the first year are no longer issues for worry. There are implications for education systems wishing to implement innovative ideas that place heavy demands on teachers. The results here suggest that teachers need time before they are expected to change their normal manner of doing things in school. If adequate time is given at the initial stages then the process become a bit less hectic for them.

This thesis presents the findings of a project with the overarching aim of exploring the role of School Based Assessment (SBA) in mathematics as a component alongside external written examinations for qualifications. The research was carried out in New Zealand during the implementation of the National Certificate of Educational Achievement (NCEA). The NCEA was implemented in 2002. The NCEA is targeted at three levels: Level 1 for Year 11 (fifth form) to replace the School Certificate Examinations (SC); Level 2 for Year 12 (sixth form) to replace Sixth Form Certificate Examinations (SFC) and; Level 3 for Year 13 (seventh form) to replace University Bursaries (UB). The NCEA uses standards based methods of assessment as opposed to its predecessors (SC, SFC, and UB) which used norm referenced methods of assessment. The examination at each level is divided into internal and external assessments. The internal assessment called Internal Achievement Standards (assessed by teachers in schools) is an SBA component. It is this component of the NCEA Level 1 examination which formed the focus of the study. A qualitative approach was used in the research through interviews, school visits part of which involved participant observation in assessment situations, and participant observations at professional development (PD) workshops for teachers. Four different groups of participants were interviewed for this research: policy-makers at the New Zealand Ministry of Education (MoE) and the New Zealand Qualifications Authority (NZQA), The Mathematics Expert Panel, the facilitators of professional development (PD) workshops for teachers, and teachers of NCEA Level 1 mathematics. A total of 58 persons were interviewed. The perspective of each of these groups was necessary since each group had its specific role to play in the implementation of the NCEA. The policy-makers were asked to articulate the rationale for the SBA component of the NCEA. The Mathematics Expert Panel, which had decided on the areas of the secondary school mathematics best suited for SBA were asked to explain how this was done. The facilitators of the PD workshops recounted their experiences as they facilitated the teachers on how to assess against standards. Teachers who had the role of practical implementation were asked to articulate what they thought the rationale for an SBA was. They were also asked about the issues they confronted and the challenges they faced as they were introduced to a new regime of assessment. Both policy-makers and teachers are agreed that the rationale for an SBA component is to assess those objectives of the curriculum which are not appropriately, adequately and validly assessed in an external examination. A Framework was developed to gauge suitability of topics in the secondary school�s curriculum for SBA. The topics of the secondary curriculum found to be best suited for SBA are some parts of Geometry and Trigonometry, Measurement, and Statistics and Probability. The findings of this research provide adequate evidence that SBA has the potential for making a wider range of the school mathematics curriculum open to assessment. School Based Assessment also has the potential to get teachers at the secondary level to use pedagogical approaches that they rarely use when they teach for external examinations only. Facilitators of the PD workshops and the teachers of NCEA mathematics were of the opinion that the NCEA was too hurriedly implemented. Teachers confronted many teething problems and had many concerns during the first year of implementation. However, after three years, most of the teachers believe that the concerns they had during the first year are no longer issues for worry. There are implications for education systems wishing to implement innovative ideas that place heavy demands on teachers. The results here suggest that teachers need time before they are expected to change their normal manner of doing things in school. If adequate time is given at the initial stages then the process become a bit less hectic for them.