This study was to explore the process how a specified elementary school pushed school-based curriculum, there were three purposes of the study: 1.Through the practice of school-based curriculum, to understand existing curriculum development and judge the inner value and effectiveness. 2.Through the case research of school-based curriculum, to find the interaction of related individual, affair and object during planning and executing of school-based curriculum development. 3.Through the process of exploring school-based curriculum, to find the incompleteness for reference of pushing school-based curriculum. Than to build developing and executing mechanism of school-based curriculum. ...

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The Florida Department of Education revised the Common Core State Standards into what are now known as the Florida Standards in February 2014, approving 99 revisions to the original standards that were accepted in 2010 (Dunkelberger, 2014). The purpose of this research was to identify current teachers# attitudes towards the new Language Arts Florida Standards (LAFS), specifically regarding teachers# perceptions of text complexity and close reading as enacted in the reading curriculum. Additionally, this study will attempt to identify how teachers# attitudes impact their implementation of the new standards. This research used a self-administered survey to collect the teacher perceptions of the LAFS in six different categories. The sample entailed the participation of 21 practicing teachers from the Central Florida area. The survey revealed that, although teachers don't necessarily dislike the construction of the standards, they feel that they are not knowledgeable in some integral areas of the LAFS, such as text complexity and close reading. The implications of the results are discussed, and some improvements for the future of the LAFS are given.

Despite flexibility waivers granted to states by the United States Department of Education from some provisions of the No Child Left Behind Act, our nation’s public schools continue to struggle to improve reading proficiency as measured by high stakes assessments. To reach state targets for reading proficiency schools must use data at the earliest point possible to inform instructional strategies and identify students at risk of failure. The response to intervention model holds promise for improving reading outcomes particularly for early elementary students. The effective use of reading curriculum based measures (R-CBM) to determine if instruction is adequate to produce students who score proficient or advanced on state mandated reading assessments is critical to achieving the goals for student learning. The population selected for this study included all third grade students from an East Tennessee school district. The third graders attended 13 schools and included 911 third grade students of which 770 students participated in the study. This included 372 male and 398 female students. Approximately 47% of the students were economically disadvantaged as determined by qualifying for free and reduced priced meals. The purpose of this study was to investigate the relationship between 4 predictor variables (fall R-CBM, winter R-CBM, spring R-CBM, and median R-CBM) and the Tennessee Comprehensive Assessment Program (TCAP) third grade reading and language arts assessment. Each data set included 4 R-CBM scores expressed in words read correctly and TCAP reading language arts scale scores. Gender and free and reduced price meals eligibility information for all third graders from the 2010-2011 school year were also collected. Results reflected a strong predictive relationship between the AIMSweb R-CBM and TCAP reading and language arts measure for third grade students. Zero order correlations in the multiple regression analysis ranged from .70 to .74 for the 4 predictor variables. A linear equation was developed to predict TCAP scores from a single R-CBM score (fall, winter, spring, and median). Based on this study practitioners may be able to establish goals for student reading that are strongly correlated with achieving proficiency on the TCAP reading and language arts assessment.

This research study addressed the need for an evaluation of the effectiveness of teacher-written supplemental reading lesson plans for elementary students with significant disabilities. The participating elementary school implemented the supplemental kinesthetic-based reading program in the 2010-2011 school year in order to improve the reading test scores of these disabled students. The theories of Howard Gardner's multiple intelligences and Maria Montessori's individualized learning process guided this research. The research question focused on exploring the effectiveness of the lesson plans. Participants included 6 students and their parents, 3 teachers, and 1 principal. Closed- and open-ended survey responses were collected from each participant, and 3 classroom observations were completed. Through descriptive analysis of student assessment scores and closed-ended stakeholder survey questions, and inductive analysis of an open-ended stakeholder questionnaire and classroom observations, these themes emerged: (a) positive effects on lessons, (b) opportunities for refining the collaborative process, and (c) negative effects of collaboration. After further analysis and review of related literature, the program evaluation recommendations of this study included: (a) improving the content of each lesson through the use of lesson study and (b) developing long-term professional development in which teams of teachers collaboratively plan, research, and study their lesson delivery as a way to determine how students learn best. The evaluation and recommendations emerging from this study could lead to positive social change by emphasizing that it is vital for teachers of exceptional students to tailor their instructional delivery strategies to meet the specific reading instructional needs of children with significant disabilities.

This research study addressed the need for an evaluation of the effectiveness of teacher-written supplemental reading lesson plans for elementary students with significant disabilities. The participating elementary school implemented the supplemental kinesthetic-based reading program in the 2010â??2011 school year in order to improve the reading test scores of these disabled students. The theories of Howard Gardner's multiple intelligences and Maria Montessori's individualized learning process guided this research. The research question focused on exploring the effectiveness of the lesson plans. Participants included 6 students and their parents, 3 teachers, and 1 principal. Closed- and open-ended survey responses were collected from each participant, and 3 classroom observations were completed. Through descriptive analysis of student assessment scores and closed-ended stakeholder survey questions, and inductive analysis of an open-ended stakeholder questionnaire and classroom observations, these themes emerged: (a) positive effects on lessons, (b) opportunities for refining the collaborative process, and (c) negative effects of collaboration. After further analysis and review of related literature, the program evaluation recommendations of this study included: (a) improving the content of each lesson through the use of lesson study and (b) developing long-term professional development in which teams of teachers collaboratively plan, research, and study their lesson delivery as a way to determine how students learn best. The evaluation and recommendations emerging from this study could lead to positive social change by emphasizing that it is vital for teachers of exceptional students to tailor their instructional delivery strategies to meet the specific reading instructional needs of children with significant disabilities.

This study sought to determine if the 2012 Eighth Grade Summer Reading Camp curriculum was aligned with the students’ needs. To determine if curriculum alignment existed, the researcher completed a qualitative and quantitative study. The qualitative study consisted of interviewing the school district program development team to ascertain how the curriculum was designed. The quantitative segment involved running descriptive statistics for student performance on the Pre-program Benchmark Examination. The determined student knowledge voids were compared to the amount of instructional time spent taught teaching those individual benchmarks to ascertain if the curriculum was aligned with student need. The curriculum was determined to not be aligned with the performance deficiencies of the students.