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An Investigation Of The Use Of Disciplinary Texts And Achievement On End-Of-Course Examinations In High School U.S. History Courses, Jocelyn Baldridge
An Investigation Of The Use Of Disciplinary Texts And Achievement On End-Of-Course Examinations In High School U.S. History Courses, Jocelyn Baldridge
Electronic Theses and Dissertations
This study was conducted to examine whether a disparity exists between teacher expectations of honors and non-honors U. S. History students and if students who read more for U. S. History perform better on the U. S. History End-of-Course (EOC) examination. To generate answers to the research questions, both teachers and students in U. S. History courses were surveyed as to how much time was spent reading for U. S. History content both during class and for homework. The student surveys were matched to the U. S. History EOC Developmental Scale Scores to determine if students who responded as reading …
Building Educator Capacity In Support Of Student Achievement On Florida's United States History End-Of-Course Assessment, Stacy Skinner
Building Educator Capacity In Support Of Student Achievement On Florida's United States History End-Of-Course Assessment, Stacy Skinner
Electronic Theses and Dissertations
Florida's United States History End-of-Course (EOC) Assessment performance outcomes are scheduled to impact student course grades, educator evaluation scores, and school grades. A professional learning plan to improve teaching and learning in support of student achievement on the Assessment does not exist. Neither Florida Statute nor the Florida Department of Education (FDOE) facilitate or fund professional learning in support of these influences. This dissertation in practice proposes the use of the U.S. History EOC Assessment Professional Learning Series to build educator capacity in support of student achievement on the Assessment. Implementation of professional learning could address the disparity between the …