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Full-Text Articles in Education
Upper Elementary Reading Instruction In The Age Of Accountability: Balancing Best Practices With Pressures To Achieve On High-Stakes Tests, Christina H. Saunders
Upper Elementary Reading Instruction In The Age Of Accountability: Balancing Best Practices With Pressures To Achieve On High-Stakes Tests, Christina H. Saunders
Theses and Dissertations
The present study identifies reading instructional practices used in upper elementary classrooms during the age of high-stakes test accountability and compares reading practices among schools of varying accreditation status and socio-economic status (SES). The current study partially replicates and extends a study conducted by Baumann, Hoffman, Duffy-Hester, and Ro in 2000. The Baumann et al. (2000) study provides a frame of reference to compare instructional practices prior to high stakes testing with those used in the current high stakes testing environment. Third- through fifth-grade teachers in seven school districts in central Virginia were asked to complete an electronic survey. Descriptive …
Elementary Teachers' Achievement Goal Orientations In A High-Stakes Accountability Context: A Validation Study, Amanda Turner
Elementary Teachers' Achievement Goal Orientations In A High-Stakes Accountability Context: A Validation Study, Amanda Turner
Theses and Dissertations
The present study investigated teacher motivation in a high-stakes accountability context. Specifically, this study examines elementary teachers' achievement goal orientations, self-efficacy for teaching, and perceptions of help-seeking in the context of high-stakes testing and school accountability under No Child Left Behind and an Elementary and Secondary Education Act waiver. Butler's (2007) teacher achievement goal orientation framework provided the theoretical basis of the present study; high-stakes tests and school accountability status were thought to impact teachers’ achievement goal orientations. Additionally, teachers' achievement goal orientations were thought to impact teaching self-efficacy and perceptions of help-seeking. The sample included 381 elementary school teachers. …
A Systematic Examination Of Data-Driven Decision-Making Within A School Division: The Relationships Among Principal Beliefs, School Characteristics, And Accreditation Status, Beth Teigen
Theses and Dissertations
This non-experimental, census survey included the elementary, middle, and high school principals at the comprehensive schools within a large, suburban school division in Virginia. The focus of this study was the factors that influence building administrators in using data to make instructional decisions. The purpose was to discover if there is a difference in the perceptions of elementary, middle, and high school principals of data use to make instructional decisions within their buildings. McLeod’s (2006) Statewide Data-Driven Readiness Study: Principal Survey was used to assess the principals’ beliefs about the data-driven readiness of their individual schools. Each principal indicated the …
The Relationship Between The Virginia Standards Of Learning Tests And The New Psat/Nmsqt, Susan P. Mckelvey
The Relationship Between The Virginia Standards Of Learning Tests And The New Psat/Nmsqt, Susan P. Mckelvey
Theses and Dissertations
This study examined the relationships between the SOL End-of-Course Reading and Writing tests and the new PSAT/NMSQT Verbal and Writing tests. The PSAT/NMSQT Writing tests were administered for the first time in October 2004. Two linear regression analyses were utilized, with PSAT/NMSQT Verbal and writing scores, gender, race, and special education as the independent variables, and SOL End-of-Course Reading and Writing scores as the dependent variables. Additionally, two logistic regression analyses were employed with the same variables to predict whether or not a student would pass the SOL End-of-Course Reading and Writing tests. Results indicated that the PSAT/NMSQT Verbal and …
Institutional Transformation: A Case Study Of An Urban Midwestern University, Jane M. Grassadonia
Institutional Transformation: A Case Study Of An Urban Midwestern University, Jane M. Grassadonia
Theses and Dissertations
This study is a case study of an institutional transformational change effort in an urban research university. The study's focus is on the impact of The Milwaukee Idea on faculty and students as the soul of the university. Literature on transformational change in higher education focuses on the processes for launching this type of change and the role of formal change leaders. Less is known about the impact of transformational change on faculty and students. Relevant literature on change and institutional culture informed this study, including Kotter (1996), Wilber (1998), Cutright (2001), Peterson and Spencer (2000), Kezar and Eckel(2000), and …