title: Early elementary curricular alignment and teacher perspectives on standards-based reform.
abstract: The author investigated the alignment of reading instruction to Wisconsin Model Academic Standards for Reading, grades 1-4 (Wisconsin Department of Public Instruction, 1998a). Teachers in 18 hearing-only, 10 mixed (hearing and deaf students), and 8 deaf-only classrooms were study participants. Teacher groups demonstrated equal alignment to the standards. The study also measured teachers' views on standards. Teachers in hearing-only and deaf-only classrooms scored higher on a scale measuring receptivity toward standards than teachers in mixed classrooms. Teachers in hearing-only classrooms considered the standards good guidelines though perhaps too prescriptive. Teachers in deaf-only and mixed classrooms viewed standards as tools to ensure equity for students but also focused on challenges like the emphasis on phonetics and their need to include sign in deaf students' instruction. Limitations include the challenge of generalizing standards-based analysis, the small number of participants, and use of self-report measures of classroom instruction.
authors.affiliation: School of Psychology, Walden University, Minneapolis, MN, USA. Stephanie_cawthon@hotmail.com
authors.forename: Stephanie W
authors.initials: SW
authors.lastname: Cawthon
mesh_terms: D000124:Achievement; D000328:Adult; D016022:Case-Control Studies; D002648:Child; D003479:Curriculum / Q000592:standards*; D060345:Education of Persons with Hearing Disabilities; D004522:Educational Status; D005178:Faculty / Q000592:standards; D005260:Female; D006801:Humans; D008297:Male; D012015:Reference Standards; D012647:Self-Assessment; D013663:Teaching / Q000592:standards; D014922:Wisconsin