ERIC Number: ED534490
Record Type: Non-Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: N/A
How Does Understanding by Design Influence Student Achievement in Eighth Grade Social Studies?
Noble, Charhonda L.
ProQuest LLC, Ph.D. Dissertation, Capella University
In an age where more people place emphasis on global competition, it only seems right to have students meet achievement in all subjects equally. However, that is not the case with the content area of social studies. In recent years, many people have been alarmed at social studies test scores as measured by student achievement. It is the goal of this research to shed light on why there should be conscientious thought in having all subjects equally participants in assessment of student success as measured by the state of Georgia and Federal Departments of Education. The methodology used to conduct this study was mixed using standardized test scores, attendance measures as designated by Adequate Yearly Progress, Title I Status, and teacher surveys to access the effectiveness of Understanding by Design Methods. This research is to target individuals who have a voice to change the way students interact with the content of social studies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Descriptors: Federal Programs, Standardized Tests, Teacher Surveys, Educational Indicators, Grade 8, Social Studies, Academic Achievement, Mixed Methods Research, Scores, Attendance, Instructional Effectiveness, Program Effectiveness, Teaching Methods
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education; Grade 8
Authoring Institution: N/A
Identifiers - Location: Georgia
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I