Implementing Authentic Practice Through Capstone Projects At Selected Terminal Grades: A Policy Advocacy Document

<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>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2015

Author dc:creator

• Sparks, Carla L, Dr.

Contributors dc:contributor

• James L. Schott, Ph.D.
• Daniel C. Buckman, Ed.D.

• Capstone
• Project
• Authentic
• Inquiry
• Problem
• Curriculum and Instruction
• Curriculum and Social Inquiry
• Education
• Educational Leadership
• Educational Methods

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/417

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1446