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Faculty beliefs, level of understanding, and reported actions regarding academic integrityCarter, Brett A. January 1900 (has links)
Dissertation (Ph.D)--The University of North Carolina at Greensboro, 2008. / Title from PDF t.p. (viewed May 28, 2009). Advisor: Gerald Ponder; submitted to the School of Education. Includes bibliographical references (p. 173-185).
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Accountability practices of school counselorsEdwards, LaWanda, Cobia, Debra C., January 2009 (has links)
Thesis (Ph. D.)--Auburn University, Counseling Psychology. / Abstract. Vita. Includes bibliographical references (p. 68-76).
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The effects of the recapture provision of Senate Bill 7 of 1993 upon the quality of schools an analysis of perceptions of administrators in both Chapter 41 and Chapter 42 schools /Warren, Susanne Steele. Huffman, Jane Bumpers, January 2008 (has links)
Thesis (Ed. D.)--University of North Texas, August, 2008. / Title from title page display. Includes bibliographical references.
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A multiple-factor analysis to identify underlying dimensions of multiple indicators of qualitySteuart, Thomas Albert, January 1983 (has links)
Thesis (Ph. D.)--University of Florida, 1983. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 199-206).
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The development and field testing of an instrument for measuring citizens' attitudes toward public school funding in terms of equity, adequacy, and accountabilityPark, YoongSoo. January 2010 (has links)
Thesis (Ph.D.)--Ohio University, March, 2010. / Title from PDF t.p. Includes bibliographical references.
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An evaluation of the action team process in a state department of educationCoffield, Judi L. Di Pietrantonio. January 2006 (has links)
Thesis (Ed.D.)--University of Delaware, 2006. / Principal faculty advisor: Robert L. Hampel, School of Education. Includes bibliographical references.
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The applicability of activity-based costing in an educational environment using a case study approachBlount, Becky C. Lugg, Elizabeth T. January 1998 (has links)
Thesis (Ed. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 13, 2006. Dissertation Committee: Elizabeth T. Lugg (chair), Robert Arnold, John R. McCarthy, Rodney P. Riegle. Includes bibliographical references (leaves 73-75) and abstract. Also available in print.
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An autoethnographical inquiry into joyful teaching [electronic resource] : explorations with National Teachers of the Year /Shirah, Camille Lowe. January 2006 (has links) (PDF)
Thesis (Ed.D.)--Georgia Southern University, 2006. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 148-154) and appendices.
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Benefits or harms of No Child Left BehindBlock, Judy. January 2006 (has links)
Thesis (Ph. D.)--Georgia State University, 2006. / Title from title screen. Deron Boyles, committee chair; Philo Henderson, Douglas Davis, Timothy Renick, committee members. Electronic text (191 p.) : digital, PDF file. Description based on contents viewed June 6, 2007. Includes bibliographical references (p. 180-191).
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The development and application of a methodology for program evaluationGleadow, Norman E. January 1976 (has links)
The purpose of this study was to develop a practical methodology of program evaluation from considerations of what the evaluative act required on logical grounds. The methodology developed was based on P.W. Taylor's (1961) analytical treatment of evaluation and M. Scriven's extensive writings on the subject.
The study involved two broad phases. The first phase was a discussion of Taylor's and Scriven's thoughts on evaluation showing where they are compatible and overlap. The second phase showed how the ideas developed in the first phase were operationalized and adapted to the evaluation of a teacher training program at the University of British Columbia.
A general conclusion of this study was that Taylor's analysis of the method and product of evaluation provided a suitable framework for the evaluation of an educational program. More specifically when Taylor's analysis was combined with Scriven's extensive work, a feasible model of evaluation resulted which readily produced a defensible, overall estimation of worth for an educational product.
Although the methodology of evaluation developed in this study was only applied to a teacher training program, it could easily be extended to the evaluation of other educational programs or products. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
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