School of Education
Doctor of Education (EdD)
Scott B. Watson
Primary Subject Area
Economics, General; Education, Curriculum and Instruction; Mathematics
Bloom's Taxonomy, Curriculum Framework, Higher Order Thinking, Mathematics, No Child Left Behind, Standards of Learning
The purpose of this study was to determine if teachers who developed lessons based on Bloom's Taxonomy and the Virginia Standards of Learning Curriculum Framework saw increased scores on the mathematics benchmark assessment for fourth grade. Two classes taught by different mathematics teachers participated. The mean of the posttest scores for the experimental group in which the teachers developed lessons using Bloom's Taxonomy would be significantly higher than the mean of the group which used textbook bound instruction. An analysis of covariance was conducted, and the hypothesis was rejected. The experimental group would yield significant gains as measured by the difference between the pretest and posttest scores. The hypothesis was retained as a result of a paired-samples t-test.