The impact of the Arizona Academic Standards on teachers' instructional practices in rural school districts in southern Arizona

Persistent Link:
http://hdl.handle.net/10150/289795
Title:
The impact of the Arizona Academic Standards on teachers' instructional practices in rural school districts in southern Arizona
Author:
Pryne, Jane
Issue Date:
2002
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to measure the impact the Arizona Academic Standards have had on teachers' beliefs about their instructional practices. Data were collected using two surveys. The Arizona Academic Standards Program Survey was adapted from one used in Massachusetts (Hanley, 2000), and teachers were asked to provide information about their understanding of how to teach the curriculum standards. The second survey used, The Nature of School Leadership Survey (Leithwood and Jantzi, 1995), examined the relationship between the eight school leadership influences and the impact they had on teachers' instructional practices. As a result of this study, evidence was found that teachers' beliefs about the quality of the Arizona Academic Standards have impacted their instructional practices in teaching the Arizona Academic Standards in their classrooms. These data also indicated that teachers' beliefs about the quality of the Arizona Academic Standards in the two rural school districts have been influenced by professional development opportunities and school leadership.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Administration.; Education, Curriculum and Instruction.
Degree Name:
Ed.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Educational Leadership
Degree Grantor:
University of Arizona
Advisor:
Quinn, David

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleThe impact of the Arizona Academic Standards on teachers' instructional practices in rural school districts in southern Arizonaen_US
dc.creatorPryne, Janeen_US
dc.contributor.authorPryne, Janeen_US
dc.date.issued2002en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to measure the impact the Arizona Academic Standards have had on teachers' beliefs about their instructional practices. Data were collected using two surveys. The Arizona Academic Standards Program Survey was adapted from one used in Massachusetts (Hanley, 2000), and teachers were asked to provide information about their understanding of how to teach the curriculum standards. The second survey used, The Nature of School Leadership Survey (Leithwood and Jantzi, 1995), examined the relationship between the eight school leadership influences and the impact they had on teachers' instructional practices. As a result of this study, evidence was found that teachers' beliefs about the quality of the Arizona Academic Standards have impacted their instructional practices in teaching the Arizona Academic Standards in their classrooms. These data also indicated that teachers' beliefs about the quality of the Arizona Academic Standards in the two rural school districts have been influenced by professional development opportunities and school leadership.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Administration.en_US
dc.subjectEducation, Curriculum and Instruction.en_US
thesis.degree.nameEd.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Leadershipen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorQuinn, Daviden_US
dc.identifier.proquest3050360en_US
dc.identifier.bibrecord.b42728381en_US
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