• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 348
  • 85
  • 73
  • 44
  • 10
  • 7
  • 7
  • 5
  • 5
  • 5
  • 5
  • 5
  • 5
  • 4
  • 4
  • Tagged with
  • 689
  • 258
  • 251
  • 159
  • 86
  • 82
  • 69
  • 53
  • 47
  • 46
  • 43
  • 40
  • 36
  • 34
  • 33
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
251

Impact of Standards-Based Grading for Algebra I Students

Edmondson, Corrie Ellen 08 1900 (has links)
In seeking to maximize student learning, educators must implement grading practices that assess well-defined course standards and clearly articulate student proficiency. Standards-based grading (SBG) practices enhance student learning by linking well-defined course standards and effective feedback. Analysis of variance (ANOVA) testing sought to determine if the use of standards-based grading in Algebra I resulted in higher achievement on standardized tests, specifically the Algebra I the State of Texas Assessment of Academic Readiness (STAAR) End of Course (EOC) assessment. Specifically, addressing the following research questions: Are there differences on Algebra I scores on the STAAR EOC scores between students in a traditional grading system, hybrid grading system, and a standards-based grading system? Are the effects of grading system methods moderated by participant characteristics, i.e., gender, race/ethnicity (Black, Hispanic, White, and Asian), English language learner, special education services, or economically disadvantaged? One high school campus in a large school district in North Texas was involved in the current study. The study examines three years of data as the campus transitioned from a traditional grading system to one that employs the tenants of an SBG system while continuing to formally report percentage grades for assessments. In this study, the researcher found evidence to suggest a statistically significant impact from standards-based grading methods on student achievement as measured by the Algebra I STAAR EOC assessment for the entire population with mixed results when examined by participant characteristics.
252

Grades, report cards, and motivation : a study of the connection between Ontario's secondary school summative evaluation and reporting practices and student motivation to learn /

Litster, Michele C. January 2006 (has links)
Thesis (M.Ed.)--York University, 2006. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 106-109). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19655
253

Grade inflation an analysis of teacher perception, grade point average, and test scores in one southeastern Georgia high school /

Taylor, Aimée Claire. January 2007 (has links) (PDF)
Thesis (Ed.D.)--Georgia Southern University, 2007. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Abebayehu Tekleselassie. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 114-118) and appendices.
254

Guideline for pulverization of stabilized bases

Garibay, Jose Luis, January 2008 (has links)
Thesis (M.S.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.
255

The use of interpersonal resources in argumentative/persuasive essays by East-Asian ESL and Australian tertiary students

Lee, Sook Hee. January 2006 (has links)
Thesis (Ph. D.)--University of Sydney, 2006. / Title from title screen (viewed 9 January 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work. Includes bibliographical references. Also issued in print.
256

Placement test scores and demographics predicting grades in Basic Math and Introductory Algebra at an urban/suburban community college

Haehl, Martha Barger, Rita. January 2007 (has links)
Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2007. / "A dissertation in education and urban leadership and policy studies in education." Advisor: Rita Barger. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed July 30, 2008. Includes bibliographical references (leaves 81-87). Online version of the print edition.
257

Placement of children in the elementary grades

Hoke, Kremer Jacob, January 1916 (has links)
Thesis (Ph. D.)--Columbia University, 1916. / Vita. Bibliography: p. 93.
258

A Survey of marking and pupil reporting practices in the elementary schools, Buck County, Pennsylvania

Fine, Orville Harmon. January 1964 (has links)
Thesis (M.Ed.)--Kutztown State College, 1964. / Source: Masters Abstracts International, Volume: 45-06, page: 2770. Typescript. Includes bibliographical references (leaves [55]-56)
259

Finding and teaching atypical children

Hilleboe, Guy Leonard, January 1930 (has links)
Thesis (Ph. D.)--Columbia University, 1930. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 423. Bibliography: p. 155-171.
260

The specific nature of achievement and the predictive value of the IQ an investigation of the limitations placed upon the predictive values of Otis IQ's by the variation in the achievements of twelfth grade students in their different subjects,

Gordon, Hans Cochrane, January 1931 (has links)
Thesis (Ph. D.)--University of Pennsylvania, 1931. / University of Pennsylvania. Bibliography: p. 123-134.

Page generated in 0.0581 seconds