Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(deeper cognitive learning). Showing records 1 – 2 of 2 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


Louisiana State University

1. Kahn, Susan Nicole. Toward an Advanced System of Accountability for Improved Student Learning Outcomes: A Mixed-Methods Analysis of Test-Based Accountability in Louisiana.

Degree: PhD, Education, 2016, Louisiana State University

The nature of federal and state policies regarding accountability testing narrows the taught curriculum to content tested, thereby changing what is officially valued as student learning. The over-emphasis on standardized test scores has narrowed the curriculum to content that is tested (Amrein & Berliner, 2002; Baker, 2008; Herman, 2008; Koretz & Hamilton, 2003; Linn, 2000). In Louisiana, test-based accountability defines local school quality through a letter grade rating scale that uses an index for school performance scores (SPS), which in turn impacts traditional and nontraditional (e.g. charter) school expansion, closure, and takeover, administration of opportunity scholarships (e.g. voucher) for private school enrollment, and parent petition actions (Louisiana State Board for Elementary and Secondary Education [SBESE], December 2015, §301). Louisiana’s current test-based accountability system is not designed to provide information on student achievement beyond the cognitive domain of learning for accountability purposes, though skills in the affective and psychomotor are integral to life success (Rothstein, 2004). This study examined the test-based accountability system in Louisiana and the extent to which the system provides meaningful and actionable data for stakeholders. The intent of this two-phase, concurrent, mixed-methods study was to discover the educational values most prioritized by Louisiana stakeholders and the extent to which current policymakers were willing to pilot an advanced system for test-based accountability, including tests of the higher levels of the cognitive domain as well as indicators for learning in the affective and psychomotor domains. In the first phase, quantitative research questions addressed the comparison of perceptions about Louisiana’s test-based accountability system and educational values of stakeholders through the administration of a digitally based statewide survey. Over 500 survey responses were collected and interview data from two participating lawmakers were collected. Stakeholders indicate positive interest in holding schools accountable for values other than standardized tests scores and lawmakers indicated interest in piloting an advanced system, while also indicating the political complications for advancing the system in such a way.

Subjects/Keywords: accountability; assessment; non-cognitive skills; Bloom's taxonomy; deeper learning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kahn, S. N. (2016). Toward an Advanced System of Accountability for Improved Student Learning Outcomes: A Mixed-Methods Analysis of Test-Based Accountability in Louisiana. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07092016-230129 ; https://digitalcommons.lsu.edu/gradschool_dissertations/132

Chicago Manual of Style (16th Edition):

Kahn, Susan Nicole. “Toward an Advanced System of Accountability for Improved Student Learning Outcomes: A Mixed-Methods Analysis of Test-Based Accountability in Louisiana.” 2016. Doctoral Dissertation, Louisiana State University. Accessed August 06, 2020. etd-07092016-230129 ; https://digitalcommons.lsu.edu/gradschool_dissertations/132.

MLA Handbook (7th Edition):

Kahn, Susan Nicole. “Toward an Advanced System of Accountability for Improved Student Learning Outcomes: A Mixed-Methods Analysis of Test-Based Accountability in Louisiana.” 2016. Web. 06 Aug 2020.

Vancouver:

Kahn SN. Toward an Advanced System of Accountability for Improved Student Learning Outcomes: A Mixed-Methods Analysis of Test-Based Accountability in Louisiana. [Internet] [Doctoral dissertation]. Louisiana State University; 2016. [cited 2020 Aug 06]. Available from: etd-07092016-230129 ; https://digitalcommons.lsu.edu/gradschool_dissertations/132.

Council of Science Editors:

Kahn SN. Toward an Advanced System of Accountability for Improved Student Learning Outcomes: A Mixed-Methods Analysis of Test-Based Accountability in Louisiana. [Doctoral Dissertation]. Louisiana State University; 2016. Available from: etd-07092016-230129 ; https://digitalcommons.lsu.edu/gradschool_dissertations/132


Georgia State University

2. Owen, Laura. Developing an Integrated High School Art Curriculum.

Degree: MAEd, Art and Design, 2015, Georgia State University

This study discusses the benefits of interdisciplinary instruction in high schools. Interdisciplinary instruction is mainly seen at the primary level. There is also some interdisciplinary instruction in the core subjects at the high school level, but not within the visual arts. To fill this void I developed an integrated literacy curriculum unit for the high school visual arts classroom. This curriculum will follow current Common Core standards as well as ELA and visual arts standards. Advisors/Committee Members: Melody Milbrandt, Kevin Hsieh, Melanie Davenport.

Subjects/Keywords: interdisciplinary; literacy; visual arts; thematic; higher level thinking; deeper cognitive learning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Owen, L. (2015). Developing an Integrated High School Art Curriculum. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/art_design_theses/193

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Owen, Laura. “Developing an Integrated High School Art Curriculum.” 2015. Thesis, Georgia State University. Accessed August 06, 2020. https://scholarworks.gsu.edu/art_design_theses/193.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Owen, Laura. “Developing an Integrated High School Art Curriculum.” 2015. Web. 06 Aug 2020.

Vancouver:

Owen L. Developing an Integrated High School Art Curriculum. [Internet] [Thesis]. Georgia State University; 2015. [cited 2020 Aug 06]. Available from: https://scholarworks.gsu.edu/art_design_theses/193.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Owen L. Developing an Integrated High School Art Curriculum. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/art_design_theses/193

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.