Education Commons^™

Attributing Success And Failure : Attribution Theory At Work, Ellen M. Shay

Graduate Research Papers

Attribution Theory demonstrates how people can appropriately attribute success and failure. Teachers must learn how to help students handle their successes and, perhaps more importantly, their failures. If teachers are not successful in this endeavor, the students will not succeed in a traditional school setting.

Contextual Learning Vs. Standardized Testing : And The Winner Is ... ?, Lorinda Leedom

Graduate Research Papers

Our educational system is currently in the grips of No Child Left Behind and the stress of proving students' abilities via mandated standardized tests. This stress is changing teachers' focus from providing a contextual learning environment for students to passing tests. Six struggling middle school students participated in a summer program where contextual learning and frequent standardized assessment existed together. Through this program, the students' needs were met and data was provided that demonstrated educational gains. This data suggests that authentic real world experiences do not need to be omitted from the curriculum in order to provide measurable results on …

Revision Of The Carlisle Elementary Preschool Standards Based On The Iowa Early Learning Standards, Marne M. Sievers

Graduate Research Papers

This paper describes the process of evaluating current standards and benchmarks for the Carlisle Elementary Preschool, revising them using the Iowa Early Learning Standards, which were completed in May 2005, revising a teacher-created assessment tool and progress report, and investigating the curriculum that is used and how it aligns with the newly created standards and benchmarks. Standards and benchmarks have been a focus in the educational field due to the implementation of the Federal "No Child Left Behind" Act.

Many standards and benchmarks have been created for kindergarten through twelfth grade but few programs have adopted standards and benchmarks prior …