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Full-Text Articles in Education
Identifying The Relationship Between The Map And Wj-Iii Reading Tests To Make Instructional Decisions Within A Rti Framework, Lauren Brittany Martin
Identifying The Relationship Between The Map And Wj-Iii Reading Tests To Make Instructional Decisions Within A Rti Framework, Lauren Brittany Martin
Dissertations
The current study explored the relationship between the reading tests of the Measures of Academic Progress (MAP), a screening test, and the Woodcock-Johnson Tests of Achievement, Third Edition (WJ-III), a diagnostic academic achievement test. By examining the relationship between these two tests, more reliable instructional decisions within a Response to Intervention (RTI) framework can potentially be established. Reading scores were collected for 234 students who completed the MAP three times per year both in first and second grades. One hundred of those students were randomly selected and administered the five reading subtests of the WJ-III in the spring of their …
The Relationships Between School Poverty And Student Achievement In Maine, David L. Silvernail, James E. Sloan, Chelsea R. Paul, Amy F. Johnson, Erika K. Stump
The Relationships Between School Poverty And Student Achievement In Maine, David L. Silvernail, James E. Sloan, Chelsea R. Paul, Amy F. Johnson, Erika K. Stump
Maine Education Policy Research Institute
The goal of this study was to examine the relationships between school level poverty found in Maine schools and student academic performance. The evidence clearly shows that there is a relationship. As the percent of poverty increases in a school, student performance declines. But the poverty level alone does not explain the wide variations in performance found across the state. The level of poverty in a school is the single best predictor of average student performance, but other factors also play a role in influencing student achievement. Some of these factors include the type of school students are enrolled in, …
Affective Domain Applications In Standards-Based Education, Wayne Rumbaugh
Affective Domain Applications In Standards-Based Education, Wayne Rumbaugh
Doctoral Dissertations and Projects
This research examined the attitudes of teachers toward the affective domain in high versus low levels of standards-based instruction. Teachers from a school district in the suburbs of the greater Seattle, Washington, metropolitan area completed a self-report instrument to determine the level of standards-based instruction they use in the classroom. Confirmation of the level of standards-based instruction was ascertained through expert evaluation of classroom learning activities and a student report assessment. Data from these three sources were triangulated and participating teachers were ranked from high to low standards-based instruction level. Teachers in the lowest and highest levels of standards-based instruction …