American educational and political communities have become focused on assessment of students and accountability of teachers and administrators. Consequently, educators are focused largely on preparing students for high stakes tests, oftentimes at the expense of authentic instructional practice. The educational, economic, social, political, moral, and ethical needs of students and American society demand a policy that provides student experiences that are action-oriented, promote character development, provoke reflective thinking, and develop skills and knowledge that prepare students for life and ultimately transform society. Therefore, I recommend through this Policy Advocacy Document that the school district under study require capstone projects of all students at terminal grades to better prepare them for the next phase of their educational career and for life.
","abstract_html":"<p>American educational and political communities have become focused on assessment of students and accountability of teachers and administrators. Consequently, educators are focused largely on preparing students for high stakes tests, oftentimes at the expense of authentic instructional practice. The educational, economic, social, political, moral, and ethical needs of students and American society demand a policy that provides student experiences that are action-oriented, promote character development, provoke reflective thinking, and develop skills and knowledge that prepare students for life and ultimately transform society. Therefore, I recommend through this Policy Advocacy Document that the school district under study require capstone projects of all students at terminal grades to better prepare them for the next phase of their educational career and for life. <strong></strong></p>","abstract_has_math":false,"creators":["Sparks, Carla L, Dr."],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["James L. Schott, Ph.D.","Daniel C. Buckman, Ed.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-12-01T08:00:00Z","date_published":"2015-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["Capstone","Project","Authentic","Inquiry","Problem","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Leadership","Educational Methods"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/417","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["James L. Schott, Ph.D.","Daniel C. Buckman, Ed.D."]},{"key":"dc:creator","label":"Author","values":["Sparks, Carla L, Dr."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-11-15T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Capstone","Project","Authentic","Inquiry","Problem","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Leadership","Educational Methods"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/417"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["American educational and political communities have become focused on assessment of students and accountability of teachers and administrators. Consequently, educators are focused largely on preparing students for high stakes tests, oftentimes at the expense of authentic instructional practice. The educational, economic, social, political, moral, and ethical needs of students and American society demand a policy that provides student experiences that are action-oriented, promote character development, provoke reflective thinking, and develop skills and knowledge that prepare students for life and ultimately transform society. Therefore, I recommend through this Policy Advocacy Document that the school district under study require capstone projects of all students at terminal grades to better prepare them for the next phase of their educational career and for life.
"]},{"key":"dc:title","label":"Title","values":["Implementing Authentic Practice Through Capstone Projects At Selected Terminal Grades: A Policy Advocacy Document"]}]}],"canonical_facts":{"dc:contributor":["James L. Schott, Ph.D.","Daniel C. Buckman, Ed.D."],"dc:creator":["Sparks, Carla L, Dr."],"dc:date.available":["2019-11-15T08:00:00Z"],"dc:description.abstract":["American educational and political communities have become focused on assessment of students and accountability of teachers and administrators. Consequently, educators are focused largely on preparing students for high stakes tests, oftentimes at the expense of authentic instructional practice. The educational, economic, social, political, moral, and ethical needs of students and American society demand a policy that provides student experiences that are action-oriented, promote character development, provoke reflective thinking, and develop skills and knowledge that prepare students for life and ultimately transform society. Therefore, I recommend through this Policy Advocacy Document that the school district under study require capstone projects of all students at terminal grades to better prepare them for the next phase of their educational career and for life.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/417"],"dc:subject":["Capstone","Project","Authentic","Inquiry","Problem","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Leadership","Educational Methods"],"dc:title":["Implementing Authentic Practice Through Capstone Projects At Selected Terminal Grades: A Policy Advocacy Document"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:44Z"}