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Essay / Research Paper Abstract
A 4 page research paper that presents an argument in favor of standards based education. Bibliography lists 5 sources.
Page Count:
4 pages (~225 words per page)
File: D0_khsbe3.rtf
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Unformatted sample text from the term paper:
school. The paradigm that was in place prior to the standards=based reform movement gave a great deal of discretion to individual teachers regarding what should be taught, for how long,
and also how to assess the achievement of learning goals (Levy, 2008). The result of these conditions was that even within the same school, students in different classrooms did
not receive the same education and there was even greater variance when schools in poor socioeconomic neighbors were considered (Levy, 2008). In standard-based education, the goals of instruction are standardized,
which facilitates the achievement of education equivalency for all students. In addition to teaching standards-based curricula, educational literature identifies differentiated instruction as critical to meeting the meeting the needs
a diverse student body (Tighe and Brown, 2005). The establishment of this goal puts pressure on teachers, which is compounded by the requirements of the No Child Left Behind (NCLB)
Act, which causes some instructors to "teach to the test" rather than focusing on active or differentiated learning strategies (Tighe and Brown, 2005, p. 234). It should be noted by
the student researching this topic that NCLB testing and standard-based education are not the same thing, as standards-based education began 20 years ago. At that time, curriculum alignment activities increased
among school organizations as a professional reaction to the need for improvement in student learning (Clark, et al, 2006). Since the advent of the NCLB legislation, which occurred in 2002,
"curriculum alignment activities have taken on a renewed sense of urgency," as standards-based education offers a means for meeting the demands of the NCLB while also fostering learning goals.
Nevertheless, many teachers feel overwhelmed by what seems like multiple, conflicting demands. To this perception, other educators, such as Tighe and Brown (2005), argue that a genuine balance between educational
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