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Special education accountability in the Cape Henlopen School District a knowledge-based assessment /Cannon, Kelly F. January 2005 (has links)
Thesis (Ph.D.)--University of Delaware, 2005 . / Principal faculty advisor: Dennis L. Loftus, School of Education. Includes bibliographical references.
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Multiple high-stakes testing impacts on rural micropolitan, and urban Tennesseans over time and pertinent demographics : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /Graves, Laura Marie. January 2006 (has links)
Thesis (Ph.D.)--Tennessee Technological University, 2006. / Bibliography: leaves 115-120.
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Scales for predicting student success in high school vocational programs /Hyde, Thomas Eugene January 1973 (has links)
No description available.
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An assessment of the replicability of selected program description/evaluation reports on juvenile delinquency prevention /Billingsley, Dennis Lynn January 1976 (has links)
No description available.
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A study of Ohio's first public school annual progress reports /Hamilton, David Lee January 1977 (has links)
No description available.
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Establishing the utility of a classroom effectiveness index as a teacher accountability system.Bembry, Karen L. 05 1900 (has links)
How to identify effective teachers who improve student achievement despite diverse student populations and school contexts is an ongoing discussion in public education. The need to show communities and parents how well teachers and schools improve student learning has led districts and states to seek a fair, equitable and valid measure of student growth using student achievement. This study investigated a two stage hierarchical model for estimating teacher effect on student achievement. This measure was entitled a Classroom Effectiveness Index (CEI). Consistency of this model over time, outlier influences in individual CEIs, variance among CEIs across four years, and correlations of second stage student residuals with first stage student residuals were analyzed. The statistical analysis used four years of student residual data from a state-mandated mathematics assessment (n=7086) and a state-mandated reading assessment (n=7572) aggregated by teacher. The study identified the following results. Four years of district grand slopes and grand intercepts were analyzed to show consistent results over time. Repeated measures analyses of grand slopes and intercepts in mathematics were statistically significant at the .01 level. Repeated measures analyses of grand slopes and intercepts in reading were not statistically significant. The analyses indicated consistent results over time for reading but not for mathematics. Data were analyzed to assess outlier effects. Nineteen statistically significant outliers in 15,378 student residuals were identified. However, the impact on individual teachers was extreme in eight of the 19 cases. Further study is indicated. Subsets of teachers in the same assignment at the same school for four consecutive years and for three consecutive years indicated CEIs were stable over time. There were no statistically significant differences in either mathematics or reading. Correlations between Level One student residuals and HLM residuals were statistically significant in reading and in mathematics. This implied that the second stage of the model was consistent for all students. Much is still unknown concerning teacher effect on student achievement, especially when confined to teacher activity within one school year. However, results indicate the utility of using statistical modeling of student achievement within the context of teacher accountability.
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Rationality, reporting and indicators : improving school and systemic effectiveness through better information managementWyatt, Tim, University of Western Sydney, Nepean, Faculty of Education January 1997 (has links)
The papers in this portfolio are part of the author's efforts to 'make things better' in education, and are the products of over a decade's thinking and research. While most of the papers are written from within the context of the state school system in NSW, their messages apply equally well to school systems elsewhere. The papers reflect an eclectic mix of research perspectives and methodological paradigms. It is suggested that student learning outcomes may be improved if schools specify goals and objectives, make the necessary resources available and establish accountability mechanisms for monitoring and measuring performance. The analysis and synthesis generates critical knowledge, that is, knowledge which is explanatory and interpretive. The desire to assist schools to achieve a position where they are able to (firstly) assemble their own data systems, and secondly to conduct their own analysis of this data and report this to the school community has been the common theme underpinning all the professional work of the author. The works evolved in this portfolio document an evolving process, and one which is far from concluded. There is much further work that could be done. An analysis of the macro and micro-politics of school improvement processes, for example, would be a useful contribution to the literature. For the present purposes, there is a practical need to limit the scope and number of the works presented. The works included all address, in some way, the common theme of improving school and systemic effectiveness through better information management. Hopefully, they have made some small contribution to better understanding the phenomenon, and will in turn positively impact on the performance of schools and school systems / Doctor of Education
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The discursive effects of policy texts : an institutional ethnography of funding special education in Ontario /Daniel, Yvette. January 2004 (has links)
Thesis (Ph.D.)--York University, 2004. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 268-279). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99157
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Utilization of assessment by Maryland Cooperative Extension facultyBentlejewski, Jennifer Thorn. January 1900 (has links)
Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vi, 132 p. : ill. Includes abstract. Includes bibliographical references (p. 112-118).
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Factors affecting implementation probability of state-mandated reform initiatives : a study of 6th - 8th grade Maine teachers /Flood, Pamela S., January 2002 (has links)
Thesis (Ed. D.) in Educational Leadership-University of Maine, 2002. / Includes vita. Includes bibliographical references (leaves 97-104).
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