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Special Education Teachers' Perceptions Of Professional Development Around Assessment, Mary Sue Durr
Special Education Teachers' Perceptions Of Professional Development Around Assessment, Mary Sue Durr
Walden Dissertations and Doctoral Studies
The significance of professional development (PD) is acknowledged in research studies as essential to implementing rigorous state standards. Although the literature recognizes that PD is a crucial component in improving teachers' knowledge and skills, some teachers at a midsized urban public elementary school in the southern United States did not see the benefit of attending PD. The purpose of this study was to explore elementary special education teachers' perceptions of PD around assessment. Guided by a framework based on Chen and McCray's whole teacher approach to teacher PD, this basic qualitative study was designed to understand how these elementary special …
The Long-Term Effect Of Reading Recovery On Fourth Grade Reading Achievement, Stephany Renee Carr
The Long-Term Effect Of Reading Recovery On Fourth Grade Reading Achievement, Stephany Renee Carr
Walden Dissertations and Doctoral Studies
Reading Recovery is a first-grade literacy intervention program with notable short-term benefits, but there are sustainability studies that highlight inconclusive evidence of its enduring success. It was unclear if formerly enrolled Reading Recovery students continue to have long-term literacy skill retention after exiting the literacy intervention. The problem was essential to this rural district because Reading Recovery was costly to implement, and the literacy standardized test scores remained low. The purpose of this quantitative study was to determine if formerly enrolled Reading Recovery students had sustainable literacy skills. The theoretical framework was the literacy processing theory, which entails how emergent …
Validating Bloom's Revised Taxonomy As A Rubric For Assessing Middle School Students' Levels Of Thinking, Siri Torrence Deforest Reynolds
Validating Bloom's Revised Taxonomy As A Rubric For Assessing Middle School Students' Levels Of Thinking, Siri Torrence Deforest Reynolds
Walden Dissertations and Doctoral Studies
Educators in a rural charter middle school in the United States were challenged with the reliable assessment of student thinking skills even though the development of higher order thinking was an espoused goal for the school. The purpose of this study was to validate a new rubric based on Bloom’s Revised Taxonomy (BRT) to reliably assess student levels of thinking as reflected in the students’ written work. A quantitative, nonexperimental design was used. The focus of the research questions was on the BRT rubric’s reliability and validity. Interrater reliability was assessed using Krippendorff’s alpha. Validity was explored by assessing the …