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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.
Search results
Showing 61 to 69 of 69 (0.029 seconds)Spelling suggestions: "subject:"nclb"" "subject:"clb""
| 61 |
A Meta-Analytic Investigation Examining Effective Characteristics of Professional Development in K-12 Education Since the Inception of the No Child Left Behind Act of 2002Thomas, Eugene M. 12 June 2013 (has links)
No description available.
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| 62 |
Examining a Decade of Reading and Mathematics Student Achievement Among Primary and Secondary Traditional Public School and Charter School Students: a Meta-Analytic InvestigationErickson, Matthew J. 14 June 2013 (has links)
No description available.
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| 63 |
The Effects of Supplemental Educational Services on Student Learning OutcomesBeese, Jane Ann 26 August 2008 (has links)
No description available.
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| 64 |
Predicting Performance on Criterion-Referenced Reading Tests with Benchmark AssessmentsDyson, Kaitlyn Nicole 17 July 2008 (has links) (PDF)
The current research study investigates the predictive value of two frequently-used benchmark reading assessments: Developmental Reading Assessment (DRA) and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). With an increasing emphasis on high-stakes testing to measure reading proficiency, benchmark assessments may assist in predicting end-of-year performance on high-stakes testing. Utah's high-stakes measurement of end-of-year reading achievement is the English Language Arts Criterion-Referenced Test (ELA-CRT). A Utah urban school district provided data for students who completed the DRA, DIBELS, and ELA-CRT in the 2005-2006 school year. The primary purpose of the study was to determine the accuracy to which the Fall administrations of the DRA and the DIBELS predicted performance on the ELA-CRT. Supplementary analysis also included cross-sectional data for the DIBELS. Results indicated that both Fall administrations of the DRA and the DIBELS were statistically significant in predicting performance on the ELA-CRT. Students who were high risk on the benchmark assessments were less likely to score proficiently on the ELA-CRT. Also, demographic factors did not appear to affect individual performance on the ELA-CRT. Important implications include the utility of data collected from benchmark assessments to address immediate interventions for students at risk of failing end-of-year, high-stakes testing.
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| 65 |
High Stakes Testing and Accountability Mandates: Impact on Central Office LeadershipCarver, Susan D. 11 December 2008 (has links)
No description available.
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| 66 |
A Comparison Of Eighth Grade Reading Scores By State And By The Four Census-defined Regions Identified By NaepGordon, William, II 01 January 2009 (has links)
This study provided information for policymakers and practitioners by comparing performance of eighth grade students in 2007 on state standardized reading assessments and by the four census-defined regions identified by NAEP. NCLB required states to set their own performance standards and to create their own data collection instruments resulting in increased transparency of student performance data and a lack of uniform accountability systems. The inability of educators, policy-makers, and the general public to make state-by-state comparisons in the area of reading was the catalyst for the study. NAEP data were collected from NCES and state performance data were collected from the USDOE SY 2006-2007 CSPR to determine if a relationship existed between eighth grade students' state scores and NAEP scores in the four census-defined regions. Data were further disaggregated by low socioeconomic students and by nonwhite students. A regression analysis was statistically significant in predicting: a) the state proficient and above scores from the NAEP proficient and above scores, b) the low socioeconomic state proficient and above scores from the NAEP proficient and above scores in the West census-defined region, and c) the nonwhite state proficient and above scores from the NAEP proficient and above scores in all regions. A regression analysis was not statistically significant in predicting low socioeconomic state proficient and above scores from the low socioeconomic NAEP proficient and above scores in the Midwest, South and Northeast regions.
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| 67 |
Third Grade Teachers’ Experiences in Preparing for and Interacting with the Ohio Achievement Assessment: A Hermeneutic Phenomenological Study of the Effects of the 2001 No Child Left Behind ActGreene, Carie Cseak 26 August 2011 (has links)
No description available.
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| 68 |
Teacher Stress, Burnout and NCLB: The U.S. Educational Ecosystem and the Adaptation of TeachersRoss, Genesis R. 03 May 2010 (has links)
No description available.
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| 69 |
AN EXPLORATORY STUDY OF VALUE-ADDED AND ACADEMIC OPTIMISM OF URBAN READING TEACHERSHuff-Franklin, Clairie Louisa 17 April 2017 (has links)
No description available.
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