In a comparative table, use research studies to compare and contrast the perception of teachers based on variables including (but not limited to) the number of years teaching, demographic served, and location in the U.S.


Implementation: Teacher Perception Use APA 7

Description

Standards offer a foundation for helping teachers decide what students should know and be able to do. The implementation of standards is difficult for some teachers while others embrace implementation without concern.

After developing a comparative table, justify why some teachers have a positive attitude towards standards while other teachers struggle. Utilize research studies to compare and contrast variables impacting perceptions and interventions which promote implementation.

Step 1. Research

Research P-12 national, state, and district standards which have served as a guide for teacher instruction and formative and summative assessments for student learning.

Step 2. Compare

In a comparative table, use research studies to compare and contrast the perception of teachers based on variables including (but not limited to) the number of years teaching, demographic served, and location in the U.S.

Step 3. Justify

Justify why some teachers have a positive approach to implementation of the standards while other teachers struggle or resist.

Step 4. Reflect

Reflect on the following questions, citing research to substantiate your response:

Which factors influence teacher perceptions and attitudes regarding standards implementation?

What data support standards implementation reform?

How can leaders promote buy-in, compliance, and application fidelity?

Step 5. Compile

Compile all content into an APA-paper which clearly addresses all steps and includes a title and references page.

The post In a comparative table, use research studies to compare and contrast the perception of teachers based on variables including (but not limited to) the number of years teaching, demographic served, and location in the U.S. appeared first on Essay Quoll.

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