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ERIC Number: ED556562
Record Type: Non-Journal
Publication Date: 2013
Pages: 172
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3036-5777-1
Instructional Practices in High and Low Mastery Performing Social Studies Classrooms within High Need School Districts
Neater, William J., III
ProQuest LLC, Ed.D. Dissertation, Dowling College
Testing has become a part of the educational routine, and accountability has become linked with testing programs. In the wake of state-designed standards, and state-mandated high stakes tests that are used to assess individual student performance, as well as overall performance by a teacher, school, or district, educational professionals are charged with sorting out the impact that high stakes testing has upon instruction. The testing movement has caused educational professionals to question the impact that instruction has on test scores. In short, does instruction matter, and is there a connection between good instruction and test scores? This study examines how instructional practices differ for social studies teachers in both high and low achieving mastery classrooms within high need schools. Instructional practices are defined by using Charlotte Danielson's Domains of Effective Instruction, and Robert Marzano's research on feedback loops. The research identified those factors which were different in high and low mastery performing classrooms while also identifying instructional efficacy as an emerging concept that also played a role in performance. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A