Dissertation/Thesis Abstract

An Investigation of Teacher Understanding and Perceptions of the Effectiveness of the Use of Learning Targets in the Classroom
by Wyers, Melissa L., Ed.D., Lindenwood University, 2015, 241; 3729524
Abstract (Summary)

Conflicting opinions and stances concerning standardization of curriculum in the United States education system are evidenced throughout the nation in the format of debates about the purpose of education and the curriculum. In 1892, nationally recognized American educators met as a Committee of Ten (National Education Association [NEA], 1893) to determine what subject matter should be contained in a formalized system of education, thus establishing the roots of the modern American school system. The results from the meeting were not accepted by all educational entities within the United States and curriculum content continued to be a matter of social and political debate resulting in legislative mandates designed to transform educational policy and practice. Leaders on the local, state, and national levels continue to pass new laws establishing and regulating educational standards and measurements for accountability, while classroom teachers are directed to adhere to many new directives and to become adept at a myriad of strategies and requirements to avoid being judged as inept and ultimately removed from the classroom. This action research study investigated the effectiveness of the use of Learning Targets throughout classroom curriculum by teachers as they promote instructional alignment to ensure student learning. This study explored how teachers develop, deliver, and assess student learning based on the processes and strategies contained within the Learning Target Theory of Action. It determined the perceptions about the processes involved and effectiveness of the Learning Target theory in the classroom. Finally, it placed emphases on ascertaining how students perceive the effectiveness of Learning Targets to their success in learning.

Indexing (document details)
Advisor: Hutcheson, Jill
Commitee: Emrick, William, Kania-Gosche, Beth
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 77/03(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational tests & measurements, Educational evaluation
Keywords: Classroom, Curriculum standardization, Teachers
Publication Number: 3729524
ISBN: 9781339154091
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