{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/69081"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/69081","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Curriculum Alignment in an Elementary School District","abstract":"This study focused on the linkage between skills and content slated to be taught at a specific grade-level and those skills and content assessed by the Standardized Achievement Test in use in the school system. In order to shape and influence the instructional leader's perceptions and behaviors as they relate to instructional assessment and expectations, data must be made available to guide their interpretations and understanding of pupil performance results.","abstract_html":"This study focused on the linkage between skills and content slated to be taught at a specific grade-level and those skills and content assessed by the Standardized Achievement Test in use in the school system. In order to shape and influence the instructional leader's perceptions and behaviors as they relate to instructional assessment and expectations, data must be made available to guide their interpretations and understanding of pupil performance results.","abstract_has_math":false,"creators":["Boyd, Dorothy Williams"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-15T18:51:08Z","date_published":"2014-12-15T18:51:08Z","updated_at":"2026-07-22T22:26:00Z","subjects":["Education, Elementary"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8701440"],"render_values":[{"text":"(UMI)AAI8701440","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/69081","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Boyd, Dorothy Williams"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-15T18:51:08Z","10000-01-01","1986"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Elementary"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/69081","(UMI)AAI8701440"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study focused on the linkage between skills and content slated to be taught at a specific grade-level and those skills and content assessed by the Standardized Achievement Test in use in the school system. In order to shape and influence the instructional leader's perceptions and behaviors as they relate to instructional assessment and expectations, data must be made available to guide their interpretations and understanding of pupil performance results.","In this study, student test performance on a Standardized Achievement Test were plotted and graphed using the Student-Problem Curve Model. These results were then compared with the skills and content that were to be taught to the students under investigation. When teachers have data that are organized to reveal patterns of achievement of individuals and their classmates, they are in a better position to improve learning experiences as they design and implement methods and strategies aimed at achieving more effective outcomes for more children.","In addition, analysis and presentation examples of teaching differences were noted in an effort to provide a limited view of how different teachers tend to affect the performance pattern of their students. Percentile segmented by Box and Whisker plots of test results were used to illustrate the quartile distribution of performance patterns of students at the same grade level taught by different teachers.","Made available in DSpace on 2014-12-15T18:51:08Z (GMT). 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In order to shape and influence the instructional leader's perceptions and behaviors as they relate to instructional assessment and expectations, data must be made available to guide their interpretations and understanding of pupil performance results.","In this study, student test performance on a Standardized Achievement Test were plotted and graphed using the Student-Problem Curve Model. These results were then compared with the skills and content that were to be taught to the students under investigation. When teachers have data that are organized to reveal patterns of achievement of individuals and their classmates, they are in a better position to improve learning experiences as they design and implement methods and strategies aimed at achieving more effective outcomes for more children.","In addition, analysis and presentation examples of teaching differences were noted in an effort to provide a limited view of how different teachers tend to affect the performance pattern of their students. Percentile segmented by Box and Whisker plots of test results were used to illustrate the quartile distribution of performance patterns of students at the same grade level taught by different teachers.","Made available in DSpace on 2014-12-15T18:51:08Z (GMT). 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