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Availability And Perceived Effectiveness Of High School Programs, Services, And Approaches To Address Trauma-Related Outcomes In The Upper Peninsula Of Michigan, Jaime Vanenkevort
Availability And Perceived Effectiveness Of High School Programs, Services, And Approaches To Address Trauma-Related Outcomes In The Upper Peninsula Of Michigan, Jaime Vanenkevort
All NMU Master's Theses
Twelve administrators at Michigan Upper Peninsula (U.P.) high schools participated in 12 separate structured interviews to identify programs, services, and approaches to address trauma-related outcomes. Participants were three U.P. superintendents, eight principals, and one Intermediate School District (ISD) social worker who described a convergence of factors affecting assessment measures of programs, services, and approaches to address student trauma-related outcomes in U.P. high schools. The interviews addressed the identification of programs, services, and approaches to address trauma-related outcomes at U.P. high schools and the assessment measures in use to evaluate available programs, services, and approaches. A systems theory approach and understanding …
The Understanding Of The Formative Assessment Process By Michigan Educators, Victor Bugni
The Understanding Of The Formative Assessment Process By Michigan Educators, Victor Bugni
All NMU Master's Theses
Districts purchase assessments to inform teachers as to what students are learning and at which levels they are performing. Black and Wiliam (1998) told us that educators must understand the importance of feedback and student participation in the formative assessment process to enhance learning. Teachers can engage in formative practices to help close the gap between what students know and the learning objectives. This study used a quantitative survey to collect Michigan educators’ awareness of the use of formative assessment components in their classrooms, their skill for the use of these components, their perception of support for using these components, …