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dc.contributor.advisorChairperson, Graduate Committee: Jayne Downey.en
dc.contributor.authorSullivan, Susan Cateren
dc.date.accessioned2013-06-25T18:43:53Z
dc.date.available2013-06-25T18:43:53Z
dc.date.issued2012en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/2370en
dc.description.abstractIn an era of rapid technological and economic change, public school systems are challenged to find new ways to engage today's student and increase student learning. Clearly it is difficult to create and implement a "one-size-fits-all" educational model for all students in the United States. However, current research indicates that increases in student achievement may be achieved by implementing educational approaches built around active inquiry, authentic learning, and project/performance demonstrations of student achievement (DeLorenzo, 2012; Haystead, 2010; Marzano, et al., 2001, Mortenson, 2009). This qualitative study examines the process by which an alternative program in a public high school setting began the shift from a traditional teacher-led, time-based system of curriculum delivery and assessment to one that is student-centered and performance-based. Findings from interviews with five administrators and five classroom instructors indicate that national mandates, local mandates, a motivator, and a moral purpose led the district's move toward a performance-based educational model. Communication, time, and alignment with traditional school systems were the challenges faced and increases in teacher engagement, student engagement, and academic rigor were the successes encountered. Suggestions for further research are presented.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Education, Health & Human Developmenten
dc.subject.lcshCompetency-based education.en
dc.subject.lcshCurriculum evaluation.en
dc.subject.lcshCurriculum change.en
dc.subject.lcshEducation Curricula.en
dc.titleOutside of the box : shifting from traditional to performance-based curriculum and assessmenten
dc.typeThesisen
dc.rights.holderCopyright Susan Cater Sullivan 2012en
thesis.catalog.ckey2051783en
thesis.degree.committeemembersMembers, Graduate Committee: Jayne Downey (chairperson); Christine Rogers Stanton; Lynn Kelting-Gibson; Scott Davisen
thesis.degree.departmentEducation.en
thesis.degree.genreThesisen
thesis.degree.nameM Eden
thesis.format.extentfirstpage1en
thesis.format.extentlastpage81en
mus.relation.departmentEducation.en_US


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