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Author Fiello, Diane T
Title Aligning instruction to California fifth-grade English language arts content standards
book jacket
Descript 100 p
Note Source: Dissertation Abstracts International, Volume: 66-10, Section: A, page: 3521
Adviser: Chester McCall
Thesis (Ed.D.)--Pepperdine University, 2005
The California Content Standards is a listing of knowledge and skills that kindergarten through 12th-grade students in the state's public schools need to know and be able to do at each grade level. The standards comprise a progressing, expanding curriculum of increasing complexity. It is imperative that students learn this specific curriculum at a given grade level because they won't be retaught it at the next grade level; rather, students will be required to recall, apply, and synthesize it as they acquire the standards for the new grade level. Teachers are expected to teach the knowledge and skills and students are expected to learn them at a given grade before being promoted to the next grade. Curriculum calibrations conducted throughout the state in recent years by DataWorks Educational Research have measured the alignment between the proscribed state standards and actual classroom instruction. Their findings suggest that the alignment is as low as 48% in 5th grade and decreases throughout the higher grades
This study assists administrators and teachers in their efforts to improve the alignment. The schools included in the sample had previously contracted with DataWorks for a curriculum calibration and subsequent inservice training. Specifically, the study sought to determine a relationship between staffs' efforts to improve the alignment and the results of the English Language Arts Content Standards Test for 5th Grade, a statewide assessment which measures students' progress toward the standards. Additionally, the study sought to determine the relationship between teachers' perceptions of the standards and of the curriculum calibration process and the results of the test. Administrators and teachers were surveyed. Results of the surveys were linked to the difference in the results of the Content Standards Test between the year of and the year after DataWorks' involvement
The descriptive statistical findings suggest that some activities designed to improve alignment are related to the Content Standards Test. Schools that conducted their own curriculum calibrations following DataWorks' initial calibration tended to increase their test scores. Staff development, administrative involvement, and teacher collaboration also appeared to be related to the test scores, as did teachers' perceptions of the content standards and of the curriculum calibration process
The information derived from this study helps administrators and teachers to understand which strategies are positively related to their students' test scores. The information will also assist the staff at DataWorks Educational Research in conducting and presenting the findings of their curriculum calibrations
School code: 6009
DDC
Host Item Dissertation Abstracts International 66-10A
Subject Education, Administration
Education, Language and Literature
0514
0279
Alt Author Pepperdine University
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