Curriculum and Social Inquiry Commons^™

A Study Of Curriculum Customization In The Era Of Standardization Of Education, Sylvia A. Dixon Mcinerney

Seton Hall University Dissertations and Theses (ETDs)

The turn of the 19th Century in the United States was a period of immense economic, social and political growth. The Progressive Era was born out of this rapid change and led to a shift in educational theory creating a debate over curriculum. Curriculum has been a fervent point of discussion among educational theorists and practitioners with politicians and businessmen having all had something to add to the fray. The current movement in curriculum content has been at the forefront since 2010 where education has been besieged by a strong impetus toward standardization. This has taken the form of the …

Comparison Of National Assessment Of Educational Progress (Naep) Reports And State Physical Education Mandates, Erick Alfonso

Seton Hall University Dissertations and Theses (ETDs)

There have been several studies that analyzed the relationship between physical education and academic achievement at a local level, but a longitudinal analysis across the United States has not been done. An understanding of the relationship between physical education policies across the United States and academic achievement at the state level may provide insight into best practices to ensure that comprehensive physical education policies are adopted in all states. Using data from the Society of Health and Physical Educators and The National Assessment of Educational Progress, I investigated the relationship between physical education policies and academic achievement. Minor relationships with …

Perceptions Of Middle School Math And Language Arts Teachers On High-Stakes Testing Cultures In Public Schools, Robert Daniello

Seton Hall University Dissertations and Theses (ETDs)

Instruction in public schools today is highly prescribed to meet state standards, which, in turn, prepare students for success on standardized assessments. Teachers in language arts and mathematics are being held accountable for standardized assessment results in their end-of-year, summative evaluations. The development of curriculum and delivery of instruction is being impacted and, most specifically, revised and paced according to skills required to demonstrate levels of proficiency on standardized assessments. No Child Left Behind (2001) changed the game for teachers and started the mandate of placing teacher accountability and evaluation on high-stakes tests. However, it was difficult to place a …

The Inclusion Of Cognitive Complexity: A Content Analysis Of New Jersey's Current And Past Intended Curriculum, Dario Sforza

Seton Hall University Dissertations and Theses (ETDs)

Policy makers and educators have stated that the internationally benchmarked standards will place greater emphasis on 21^st century skills including creativity, collaboration, critical thinking, presentation and demonstration, problem solving, research and inquiry, and career readiness. Many educators believe that if schools are “injected” with creativity, students will have a better chance at a prosperous and productive future. Are the current reform movements thwarting the opportunity for students to “find their own niche” and perhaps turning “them into disciples of ‘intellectual clones’ who will do ‘our thing’ rather their own?” (Sternberg, 2003, p. 335). In response to inquiry, this dissertation …

School Type And Structure As Predictors Of Perceived School Climate And Student Academic Achievement Among Middle School Students In Baltimore City Public Schools, Rhonda L. Richetta

Seton Hall University Dissertations and Theses (ETDs)

This study examined the impact of school type and school structure on perceived school climate and student achievement, for middle grades students in a large urban school district. The specific school types examined were charter schools, transformational schools, and traditional schools. For school structure, the grade configurations of K-8, 6-8, and 6-12 were examined. The total sample number for the first data set, the climate survey, was 12,258 students, and for the second data set, test scores, it was 17,472, and a total of 103 schools.

Multiple linear regression analyses were conducted to measure the association among school types, school …