All tag results for ‘ESEA’

Is High-Stakes Testing Highly Unrealistic?

February 11th, 2007

Lois Christie | Ananda Mahto | Dawn Parrish | Christopher Wood
Standards-Based Curriculum and Instruction

Testing has always been commonplace in schools—and while students have had to take tests for years, the SAT (Scholastic Aptitude Test) was first administered in 1926; high-stakes testing is largely the result of the No Child Left Behind (NCLB) Act. The intention of standardized tests is to capture student educational achievement and compare results of different schools in different districts. Parents and politicians are demanding more accountability by increasing the focus on a school’s academic record in addition to a student’s academic performance. These tests are now used to make policy decisions that extend beyond impacting only students; the standardized tests have become high-stakes tests for multiple stakeholders. The Florida Comprehensive Assessment Test (FCAT) is an example of a high-stakes test. The purpose of this paper is first to examine whether it is appropriate to use high-stakes test like the FCAT for high-stakes decisions and secondly are there better ways to assess students, teachers, and schools.

Read the rest of this entry »

Educational Reform through a Standards-Based Approach

December 10th, 2006

Standards-Based Curriculum and Instruction

Before one can look at educational reform critically, one needs to first ask why reform has taken place. Analysis from a naïve or overly simplistic perspective will simply point to education reform being the result of changing needs of students or of the overall population. However, such a view will not immediately shed light on some of the more political influences that have pushed education reform over the years, nor will it illustrate the role teachers—as opposed to policy-makers—can play in promoting effective change.
Read the rest of this entry »

Improving the Classroom Performance of Students with Emotional or Behavioral Disabilities: Proactive Interventions at an Out-of-School Time Program

September 6th, 2006


Action Research

Preface: This paper is a sample “Action-Research Proposal” in which we were required to go through the complete process of designing the research and justifying it by a review of current literature. Ideally, we would have the proposal reflect our work setting; however, since I’m not in the educational setting these days, I worked with a combination of my past experiences. The community setting I have identified is the one I worked at while in Santa Barbara. The description of the student population, however, is a little bit more hypothetical and based more on observations from my other after-school experiences and from my observations of one of the sites that the after-school program was going to be expanded to. This paper also borrows certain elements of an earlier paper on program design for out-of-school-time programs.

(Extra)-Curricular Concerns: Bilingual Education and Out-of-School Time Programs in Curriculum Design

July 20th, 2006

Foundations of Curriculum and Instruction

Knowledge advances each day. With the passing of time, among the many changes we can observe are new scientific discoveries, people migrating to different parts of the world, and information being easily disseminated using technology. Indeed, the world today would probably seem very surreal or fictional to people living generations ago. For starters, the cliché that the world has shrunk definitely has a lot of truth today. During one of my previous classes, I traversed the Pacific Ocean twice within four weeks and was still able to complete my assignments by making posts from internet “hot-spots” in Thailand and Singapore on my layovers between my flights and by writing papers on my laptop while flying. Just as I write this paragraph, I am sitting at a coffee shop in south India and I have just gotten off a voice over internet phone call to my mother in California which has cost me absolutely nothing. I am composing responses to my classmates who are scattered globally in locations such as the United States, Germany, and Japan as if we were just sitting in a classroom together.

Read the rest of this entry »