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dc.contributor.advisorSacken, Donal Mike
dc.contributor.authorLandry, Shawntel Delcambreen_US
dc.date.accessioned2014-07-22T18:47:42Z
dc.date.available2014-07-22T18:47:42Z
dc.date.created2009en_US
dc.date.issued2009en_US
dc.identifieretd-10162009-153350en_US
dc.identifierumi-10086en_US
dc.identifiercat-001495728en_US
dc.identifier.urihttps://repository.tcu.edu:443/handle/116099117/4162
dc.description.abstractThis dissertation examined K-12 mathematics content standards for states and countries to determine the degree of alignment among high-performing, low-performing, and other data sets of interest. The assessment frameworks for the Trends in Mathematics and Science Study (TIMSS), the National Assessment of Educational Progress (NAEP), and the Program for International Student Assessment (PISA) were also examined. In addition, the dissertation examined the cognitive demand level, or student expectation, in the standards. At the elementary level, the researcher found that Minnesota, Georgia, the District of Columbia (DC), Massachusetts, Achieve, Florida, and New York had the strongest alignment to high-performing countries. At the middle school level, Georgia, Minnesota, DC, Achieve, and Florida had the strongest alignment to high-performing countries.^At the secondary level, Minnesota, Georgia, Massachusetts, and New York had the strongest alignment to high-performing countries.^Examining the states against the high-performing countries grade level by grade level demonstrated the wide variability in the states' standards and the lack of focus and curriculum coherence in the majority of the standards in the United States. Most of the standards in the United States cover a wide variety of topics that were repeated year after year, as evidenced in the grade-level by grade-level sequence alignment analysis to high-performing countries. Massachusetts, Achieve, and Minnesota were the data sets with the strongest alignment to TIMSS. Ohio, Massachusetts, Kansas, and Kentucky were the states with the strongest alignment to NAEP. The data sets with the strongest alignment to PISA were Kentucky, New Mexico, Vermont, Mississippi, Ohio, Texas, Kansas, Georgia, and Pennsylvania.^Overall, the alignment results demonstrate that high levels of alignment to high-performing countries and to assessments do not absolutely equate to high performance.^The cognitive demand analysis revealed that high-performing countries had stronger emphasis on memorize than other data sets. Low-performing states emphasized perform procedures rather than demonstrate understanding or memorize. Low-performers appeared to emphasize conjecture/generalize/prove and solve non-routine problems at the expense of the cognitive demand skills of memorize, perform procedures, and demonstrate understanding.en_US
dc.format.mediumFormat: Onlineen_US
dc.language.isoengen_US
dc.publisher[Fort Worth, Tex.] : Texas Christian University,en_US
dc.relation.ispartofTexas Christian University dissertationen_US
dc.relation.ispartofUMI thesis.en_US
dc.relation.ispartofTexas Christian University dissertation.en_US
dc.relation.requiresMode of access: World Wide Web.en_US
dc.relation.requiresSystem requirements: Adobe Acrobat reader.en_US
dc.subject.lcshMathematics Study and teaching Standards.en_US
dc.subject.lcshMathematical ability.en_US
dc.subject.lcshEducation Standards.en_US
dc.titleDegrees of alignment among K-12 mathematics content standards of instruction: an analysis of high-performing and low-performing data setsen_US
dc.typeTexten_US
etd.degree.departmentCollege of Education
etd.degree.levelDoctoral
local.collegeCollege of Education
local.departmentEducation
local.academicunitCollege of Education
dc.type.genreDissertation
local.subjectareaEducation
etd.degree.nameDoctor of Education
etd.degree.grantorTexas Christian University


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