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1
Perucca, David. "Divided Timed and Continuous Timed Assessment Protocols and Academic Performance." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1067.
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Children from a low socioeconomic status (SES) are exposed to numerous stress factors that are negatively associated with sustained attention and academic performance. This association suggests that the timed component of lengthy assessments may be unfair for students from such backgrounds, as they may have an inability to sustain attention during lengthy tests. Research has also found academic disparities between gender. The purpose of this quasi-experimental study was to investigate the relationship between continuous and divided timed tests in terms of student test scores, with additional assessments incorporating gender. Two charter schools from a suburban Idaho school district were the sources of the convenience sample. Fifth grade students were tested in groups of approximately 30. The research questions for the study concerned the relationship between continuous and divided assessment protocols and Texas Assessment of Knowledge and Skills (TAKS) test scores for low- versus non-low-SES students and among gender. The hypothesis was that there would be a statistically significant difference in TAKS scores between continuous and divided assessments. An ANOVA was used to determine whether a statistical relationship existed between test scores and test protocol by gender. ANOVA results indicated no significant differences in math test scores between test protocols and among gender, suggesting that increased collaborative efforts between families and schools may mitigate factors associated with attentional and academic deficits among students from low-SES environments. The results of this study may be helpful for communities as they develop curricula that may close the academic gap among students of all SES backgrounds.
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Baker, Scott Hamilton. "Faculty Perceptions as a Foundation for Evaluating Use of Student Evaluations of Teaching." ScholarWorks @ UVM, 2014. http://scholarworks.uvm.edu/graddis/288.
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Amidst ever-growing demands for accountability and increased graduation rates to help justify the rising costs of higher education, few topics in undergraduate education elicit a broader range of responses than student evaluations of teaching (SETs). Despite debates over their efficacy, SETs are increasingly used as formative (pedagogical practices) and summative (employee reviews) assessments of faculty teaching. Proponents contend SETs are a necessary component in measuring the quality of education a student receives, arguing that they further enable educators to reflect upon their own pedagogy and thus informing best practices, and that they are a valid component in summative evaluations of faculty. Skeptics argue that SETs are ineffective as the measurements themselves are invalid and unreliable, students are not qualified evaluators of teaching, and faculty may lower educational standards due to pressure for higher ratings in summative evaluations. This study dives more deeply into this debate by exploring faculty perceptions of SETs.
Through the use of surveys of 27 full- and part-time faculty within one division at a private, four-year teaching-focused college, this study explored faculty perceptions of SETs primarily as an initial step in a larger process seeking to evaluate perceived and potential efficacy of SETs. Both quantitative and qualitative data were collected and analyzed using Patton's (2008) Utilization-Focused Evaluation (UFE) framework for engaging evidence based upon a four-stage process in which evaluation findings are analyzed, interpreted, judged, and recommendations for action are generated, with all steps involving intended users. Overall, the study data suggests that faculty were generally very supportive of SETs for formative assessments, and strongly reported their importance and use for evaluating their own pedagogy. Findings also indicated faculty relied primarily upon the students' written qualitative comments over the quantitative reports generated by externally determined scaled-questions on the SETs. Faculty also reported the importance of SETs as part of their own summative evaluations, yet expressed concern about overreliance upon them and again indicated a desire for a more meaningful process.
The utility of the UFE framework for SETs, has implications beyond the institution studied, nearly every higher education institution is faced with increasing demands for accountability of student learning from multiple stakeholders. Additionally, many institutions are grappling with policies on SETs in summative and formative evaluation and to what extent faculty and administrators do--and perhaps should--utilize SETs in measuring teaching effectiveness is a pertinent question for any institution of higher education to examine. Thus, the study suggests that to what extent faculty reflect upon SETs, and to what extent they utilize feedback, is a salient issue at any institution; and Patton's model has the potential to maximize the utility of SETs for many relevant stakeholders, especially faculty.
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Wallace, II James Howard. "A Comparison of 2009--2010 Curriculum Test Scores of Students Taught by Alternate Route and Traditional Route Teachers." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/931.
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There is an increase in the popularity of alternative certification programs; however, some administrators are still reluctant to hire these graduates to teach within their schools. With the shortage of certified teachers in Mississippi, some school districts have no choice but to hire alternatively certified teachers. The purpose of this quantitative study was to determine if students taught by teachers trained in alternative teaching programs had significantly different changes in language arts scores on the Mississippi Curriculum Test 2 nd edition, as compared to fellow students who were taught by teachers trained in traditional teaching programs. Scores from the 2008--2009 Mississippi Curriculum Test 2nd edition were used for base line data. Scores from the 2009--2010 Mississippi Curriculum Test 2 nd edition were used to determine what degree of growth had taken place. The results were analyzed by using the educational software Statistical Package for the Social Sciences (SPSS) to conduct independent t tests. Data are presented using descriptive statistics. Results of the t tests confirmed that students taught by both types of teachers had some degree of success. Seventh grade students who were taught by traditional route teachers showed the greatest amount of growth difference. With the continuing debate over teaching certification programs, studies such as this can help create social change by providing statistical evidence of the effectiveness shown by teachers certified through both programs. School officials can use these results to help in making hiring decisions of potential teacher candidates. The end result is to provide students with the best possible teacher regardless of certification type.
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Tingley, Jennifer Anne. "An Evaluation of Southeast School District's Special Education Program's Compliance." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1530192425.
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This study is a program evaluation of a small, rural school district’s special education program’s compliance with key processes, including the child study, eligibility, and individual education plan (IEP) processes. The goals of the evaluation were to identify potential weaknesses in the special education program implementation, and to provide suggestions for improvement. The program evaluation model used is the Context, Input, Process, Product (CIPP) model, which was developed by Daniel Stufflebeam. The research questions assessed the alignment of the school district’s special education handbook with federal and state guidelines for special education, as well as the implementation of the special education processes and procedures as intended, including the use of standards-based IEPs. Additionally, the evaluation focused on factors that either contributed to or inhibited the successful implementation of the special education program. The study used a mixed methods approach with three data sources, which included document analysis of student files, focus groups, and interviews with key staff members. Results indicated that the school district’s handbook was generally compliant with state and federal guidelines, and that the vast majority of students’ IEPs were standards-based. The district was less compliant with documenting research-based interventions during the child study process and with documenting eligibility decisions. The hiring of a compliance specialist was seen as a positive factor in successful program implementation, while high staff turnover appears to be a barrier.
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Butler, Shannon Schmidt. "A Value-Added Study of Math Teacher Effectiveness: A Comparative Analysis of Principal Evaluations, Self-efficacy Ratings, and Classroom Observations." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539618385.
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Wojtkun, Erin Beth. "A Program Evaluation of Gameday the DIII Way." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1563898851.
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Through discussion with the membership, Division III of the National Collegiate Athletic Association identified an issue at gameday environments. The fans, especially parents, were causing fan issues at athletic events. This program evaluation focuses on Gameday the DIII Way training program. Gameday the DIII Way is a program where the NCAA and the Disney Institute partnered to create a training for the DIII membership that focuses on dealing with poor fan behavior. This program evaluation is grounded in a pragmatic paradigm. For this program evaluation, an online survey was sent to a sample population of the participants. The research focused on how administrators, administrators/coaches, coaches, and others in the athletic department perceive the quality of the training, whether participants learned skills to handle fan behavior issues, and explored whether the training encourages participants to help create a policy at their home institution. The results indicated that the quality of the training is good, some skills were learned and there are policies in place at institutions consequently. Recommendations include that the NCAA needs to do more in-depth research on the role of coaches and others at a gameday event and on how policies are working at institutions. Additionally, the training should better distinguish the roles of coaches and others during an issue with fans. Training needs to provide more information about conflict resolution and handling crowd behavior. Finally, the NCAA needs to change how they distribute the survey, to enhance the validity of research.
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Goode, Kay M. "Impact of Tennessee's Value-added Assessment System on School Superintendents' Decision-making." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2914.
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The problem related to this study was to develop a clearer understanding of the impact of Tennessee's Value-Added Assessment System (TVAAS) on school superintendents' decision-making responsibilities in view of school reform efforts at both the national and state levels during the last decade. The purpose of this study was to identify relationships between three independent variables (superintendents' years of experience, superintendents' perceived degree of personnel acceptance, and superintendents' perceived technical assistance availability for data analysis and interpretation of results) and superintendents perceptions of the system on eight aspects (student learning; teacher performance; school system success; educational accountability; educational equality; assessment decisions; personnel decisions; and, curriculum and professional development decisions). Superintendents in the 139 Tennessee school systems were surveyed using an instrument containing 51 response items. The return rate was 81% (N = 112). Six research questions were answered by analyzing 24 null hypotheses using the chi square test, with Kendall's Tau-B for determining strength of relationships. Hypotheses were tested at the.05 level of significance. All null hypotheses related to superintendents' perceived degree of school personnel acceptance were rejected, with the exception of personnel decisions. All null hypotheses related to superintendents' years of experience were retained. The null hypothesis related to superintendents' perceived TVAAS technical assistance received and educational accountability was rejected. All other null hypotheses related to superintendents' perceived technical assistance availability regarding data analysis and interpretation of value-added assessment results were retained. Results indicated the practice of participatory leadership among Tennessee superintendents. Recommendations included further research to determine possible differences between rural and urban school systems and between elected and appointed superintendents across Tennessee.
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Brown, Natalie. "Issues in academic educational research: The impact of current issues on research activity." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2166.
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Previous investigations into educational research in Australia have highlighted important issues affecting research, with the majority of issues remaining to date. The Australian government and several research academics have examined issues relevant to educational research, including areas such as research design, dissemination of research results, and effectiveness of research. However, few studies have given voice to the academic researchers working in this field. Therefore, in light of the complexities and broadness of issues faced by educational researchers, this study aimed to investigate what current issues were pertinent to academic educational researchers through an examination of their experiences. This study also sought to determine the reasons for these issues and ascertain possible solutions.
This study used a qualitative approach within a critical theory framework. In addition, this study also utilised a radical interactionist philosophical perspective. The technique used to gather data was through a questionnaire using open-ended questions. There were 18 participants currently engaged in academic educational research in this study. The questionnaire transcripts were analysed through open coding and axial coding to establish categories. These categories were developed into a model and included the themes of: research purpose, ethics processes, collaboration, value of educational research and academic freedom. The overarching theme to which all other themes were connected was research culture.
The results of this study revealed that issues faced by academic educational researchers are of a perpetual nature and highlights the significant difficulty in overcoming these issues. This study also demonstrated that the issues in academic educational research are sustained through a lack of research culture. This lack of research culture was found to provide a significant barrier to research activity and recommendations are provided toward developing a research culture within the field of academic educational research. For future research, the categories within the developed model may be investigated in more depth, and knowledge structures and strategies within research-intensive universities may be further investigated in relation to research activity and research cultures.
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Crouch, Michael A., and Katie Baker. "Interprofessional education: It is more than a passing fad." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/ijhse/vol3/iss2/1.
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Hamer, Sean Marco. "Applicable Outcomes: A Program Evaluation of the Investigations Math Program." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1530192598.
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This program evaluation study focused on the outcomes of a Math program for elementary level students. This mixed-methods study explored the relationship between the implementation of the Investigations Math program and teachers' perceptions of its impacts. The program theory that guided this study stated that teachers who were provided time and resources to examine best practice Math curricula and instructional methods would: adopt and implement a holistic Math program that updated the curriculum; create positive changes in teacher content and pedagogical knowledge; meet the needs of all students, at all proficiency levels; result in a consistent scope and sequence; and lead to improved student achievement. The findings did not fully support the program theory but did inform the school of study of the positive outcomes that the adoption of the Investigations program enhanced teachers' perceptions of: alignment of the curriculum with Common Core Standards for Mathematical Practice; their capabilities as leaders of the inquiry process within the classroom setting; facilitating a Math program with consistency in concepts, student experiences, and assessment; improved students' consistency of good thinking; and increased number sense, perseverance in solving problems, and use of appropriate tools to construct viable arguments. However, analysis of the ERB-CTP4 math achievement test scores revealed negligible changes in the overall mean student performance as a result of the implementation of the Investigations program. Weaknesses in the assessment materials of Investigations also required a supplemental curriculum to be adopted in parts.
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Baker, Katie, Kerry Proctor-Williams, L. Brian Cross, Elizabeth Alley, and Michael Crouch. "Initial Feasibility and Efficacy of an Interprofessional Education Pilot Program." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/ijhse/vol3/iss2/4.
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Hallam, Megan Storey. "A Program Evaluation Of Fundations In A Private Urban Elementary School." W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1627407449.
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Early reading skills are strongly associated with long term academic and life achievement. Despite the recognized importance of literacy, indicators point to a literacy crisis in the United States. Research and policies have highlighted the necessity of selecting reading programs with documented effectiveness and implementing them with fidelity. This mixed methods program evaluation investigated the extent to which the Fundations reading program is being implemented with fidelity at a private urban elementary school and if there has been a change in student reading performance since introducing the program. This study also explored teachers’ perceptions regarding program strengths and challenges along with their own competency and need for support. Both quantitative and qualitative data were collected in the form of implementation checklists, student running records scores, and a teacher survey. Findings indicated that the program is not scheduled for the prescribed frequency or length of lessons. This limited program exposure is significantly impacting overall fidelity, although ratings of adherence to the program and student participation are high. Despite program exposure issues, ANCOVA results demonstrated significant differences between student cohorts before and after Fundations was introduced. Post hoc analysis indicated that adjusted mean reading scores following Fundations implementation had increased by almost one full reading level compared to two out of the three years prior to the program. In addition, teachers identified professional development and implementation support as areas of need. Recommendations include allocating the minimum instructional time prescribed for Fundations, incorporating other measures of reading and approaches to analyzing reading data, increasing fidelity checks, and providing additional professional development.
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Florence, Joseph, and Randy Byington. "Our Roots/Our Story: Interprofessional education at East Tennessee State University." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/ijhse/vol3/iss2/3.
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Davis, Martha. "Analysis of the Relationship Between Levels of Ability Grouped Students & Their Attitudes Toward Teachers & the Learning Process." TopSCHOLAR®, 1990. https://digitalcommons.wku.edu/theses/2238.
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The purpose of this study was to investigate the relationship between the ability grouping of a student and his/her attitude toward teachers and the learning process. Three groups of students enrolled in the Logan County School System in the spring of 1988 were administered the Arlin-Hills Attitude Survey. These groups of students were those who had been identified as gifted/talented, special education (EMH or LD) and regular class students. The findings of this study indicated that the three groups did not differ significantly in attitudes toward teachers or attitudes toward the learning process.
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Peterson, Serene N. "An analysis of state and local alignment of teacher evaluation in Maryland." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618410.
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This study explored the components of Maryland's newly-implemented teacher evaluation framework and compared state requirements with evaluations to three local school systems' evaluation procedures. The study sought to investigate the relationship between three evaluation protocols in comparison to the state requirements.;Three local school districts were selected based on their student population served and the availability of their evaluation documents. Howard County Public Schools, Anne Arundel County Public Schools, and Montgomery County Public Schools were selected. State evaluation documents were also included in the study, coming from the Maryland State Department of Education. Evaluation documents underwent a qualitative data analysis using computer coding software and were checked manually repeatedly.;It was hypothesized that the local school district evaluation documents would not be in compliance with the state's evaluation procedures. However, it was concluded that this was, in fact, not the case. The school districts used in the study each differed in their means of developing the professional practice of teachers, but remained true to the Danielson evaluation model that the state of Maryland utilized. Further study is needed to explore the initial implementation of these evaluation procedures.
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Meeks, Walter Meeks. "A Qualitative Case Study Evaluation of a Government Workforce Training and Qualification Program." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3460.
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In response to a 1993 oversight board recommendation, the U.S. Department of Energy (DOE) created a technical training and qualification program to address concerns about a shrinking workforce at defense nuclear facilities. The DOE Technical Qualification Program (TQP) applies to federal employees tasked with oversight, direction, and assistance to contractors at defense nuclear facilities. The purpose of this study was to determine the effectiveness of the TQP by ascertaining program effectiveness, program applicability, program impact on behavior and performance, and program impact on safety, from the participant perspective. Guided by Kirkpatrick's 4-level training evaluation model as the conceptual framework, this study used a goal-free evaluation approach. This program evaluation used a qualitative case study research design centered on a purposeful sample of 8 TQP participant interviews. Data were analyzed through coding and thematic analysis. Overall, TQP participants felt that the program was ineffective in preparing them for their jobs and that the applicability of the qualification requirements was low. Participants reported that the program did not improve job performance but had a positive impact on safety. Several recommendations were made to improve the program's effectiveness, including a comprehensive program evaluation and updates to training. Implications for social change include positive impacts on facility safety that may result in safer operations at DOE facilities that lead to fewer injuries to workers and the general public, and a reduced probability of release of hazardous materials to the environment. The results of this study may help site training officials improve program effectiveness and worker performance.
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Smith, Lisa. "Student performance in math in relation to language deficiency and other variables: implications for school administrators." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2009. http://digitalcommons.auctr.edu/dissertations/97.
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The purpose of this study is to examine the extent to which student achievement in mathematics is impacted by early language deficiencies and other variables and if it can be improved when controlling these variables. Student achievement in the area of mathematics was identified as an area of problem at Urban Academy Elementary school and the greater Urban Public Schools District (UPS). The researcher wanted to explore specific strategies that could lead to improved student performance in the area of mathematics. The researcher proposed that the possible causal factors that yield an outcome of low student achievement in math were prior language development, socioeconomic status, leadership, teacher methodology, student efficacy/engagement. professional development, and parental involvement The researcher used instrumentation methods to gather information from parents. teachers and students in order to examine if there was a relationship between student achievement in mathematics and the referenced variables: prior language development. socio economic status, leadership, instructional practices, student efficacy, professional development, and parental involvement. A treatment was developed and implemented during the 2008-2009 school year (see Appendix A) based on the perceived impacting variables. The 2009 Criterion Referenced Competency Test was used as a posttest to determine if the treatment had a significant impact on student achievement. Additionally, a district wide benchmark assessment was administered during the months of September 2008 and February 2009 to monitor student achievement growth prior to the CRCT. The researcher found that there were significant relationships between the dependent variable, student achievement, and leadership, teacher professional development, and the winter benchmark assessment that is administered annually as a predictor of performance on the Criterion Referenced Competency Test. The results suggests that the treatment practices that considered fine-tuning teacher instructional practices by providing professional development gives explanation as to why the treatment was successful. The results substantiate how purposeful professional development for teachers can have an impact on student achievement. It was recommended that planned professional development be arranged and offered to teachers along with a student benchmark assessment that is similar in content, content weights, and item number as the state’s standardized test administered prior to formal testing.
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Flores, Jose Manuel. "A Study of Teachers' Involvement In School-Based Management and Their Perceptions of the Impact of School-Based Management on School Improvement." FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/3501.
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Hylton, Sarah P. "What's In A Name? Selected Secondary English Teachers' Experiences Of Engaging In Formative Assessment." W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1627407431.
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Formative assessment’s evolution over the last 50 plus years has led to the ubiquitous use of the term and ostensibly its practice, yet very little research has specifically addressed teachers’ experiences of formative assessment, particularly in the realm of secondary English. This study’s goal, therefore, was to gain insight into how teachers experience engaging in formative assessment. By exploring their experiences, this descriptive phenomenological study sought to discover what meaning selected teachers ascribe to formative assessment and to thereby elevate teachers’ voices in the formative assessment conversation. This research question guided the study: What are secondary English teachers’ lived experiences of engaging in formative assessment? To answer this question, I generated data from 12 secondary English teachers by conducting in-depth, semi-structured interviews and collecting lived experience descriptions. Collectively, their experiences revealed that they practice formative assessment as a multi-step process, undertaken to determine where students are in their learning and to inform their instruction. They experience formative assessment as integral to their instruction and value informal formative interactions and conversations that are embedded in daily instruction. They consider positive class culture essential for undertaking formative assessment and have concerns that grading, district-mandated formative assessments, and the term itself may be impediments to effectively undertaking formative assessment. Ultimately, these findings offer strong support for the study’s conceptual framework; fill a gap in the formative assessment research; and offer policy makers, instructional leaders, and educational researchers insight into how these teachers understand and practice formative assessment.
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McDaniels, Darl. "A predictive validation study of criterion-referenced tests for the certification of soldiers in specialist-level military training programs." W&M ScholarWorks, 1988. https://scholarworks.wm.edu/etd/1539618311.
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Problem. This study assessed the predictive validity of criterion-referenced tests in a military setting with cutoff scores set by the Angoff and conventional score-setting methods.;Procedure. Thirty-six instructors and thirty-six specialists assessed each test item for job relevance and the probability that a minimally competent person would answer each question correctly, resulting in a new test cutoff score. Intragroup variability and interrater reliability of judgments were calculated. Test predictive validity assessment compared classroom test scores, supervisory rating scores, and skill qualification test scores of 100 job performers based on the two score-setting methods. Sample sizes varied from 17 to 100. Behaviorally anchored rating scale was used to estimate soldier performance effectiveness. Hypotheses were tested using analysis of variance, a correlation procedure by Ebel, t-test, and Pearson Product-Moment correlation. Null was accepted or rejected at.05 level of significance.;Results. Findings follow: (1) intragroup variability and interrater reliability of judges' estimates were statistically significant; (2) strengths of correlation coefficients for classroom test scores (CTS) and supervisory rating scores (SRS) under Angoff method exceeded r values for scores under conventional method; (3) strength of correlation coefficient for CTS and skill qualification test (SQT) scores under conventional method exceeded r value for scores under Angoff method; (4) correlation coefficients for CTS and SRS were statistically significant for Angoff "accepts" but not for Angoff "rejects" in three of four job performance areas, and means of SRS of the two groups of job performers were significantly different; and (5) correlation coefficient for CTS and SQT scores was statistically significant for Angoff "accepts" but not for Angoff "rejects" and means of SQT scores of the two groups of job performers were significantly different.;Conclusions. The Angoff cutoff score-setting method provides an effective means for setting criterion-referenced test cutoff scores. The Angoff and present score setting methods yield significantly different test standards. The score derived by the empirical method is a better measure of minimum job requirements of an entry-level performer, thereby enhancing the predictive validity of the classroom test. Recommendations for future research are included.
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Thompson, Patricia Sclater. "Enhancing Organizational Effectiveness through use of the Myers- Briggs Type Indicator." W&M ScholarWorks, 1988. https://scholarworks.wm.edu/etd/1539272215.
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Stamm, Amy H. "A Program Evaluation: Fidelity of Implementation of the Wilson Reading System in A Mid-Atlantic School District." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1530192432.
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Reading is at the heart of education and it is the basic skill upon which all others are built. Reading difficulties underlie much of the differences in academic achievement between students with specific learning disabilities in reading and non-disabled students; addressing these challenges when children are young is the key for long-term success (Borman, 2005; Cortiella & Horowitz, 2014; Juel, 1988; National Reading Panel, 2000; Torgesen et al., 2001). The purpose of this mixed methods program evaluation was to provide information to stakeholders about the implementation of the Wilson Reading System in the Mid Atlantic School Division (MASD). By examining the fidelity of implementation of the current program used in MASD’s eight of the nine elementary schools and the three middle schools, the evaluator sought to determine the fidelity of implementation as compared to the Wilson Reading System recommended implementation methods by collecting data using a teacher interview protocol and data document reviews. Data showed inconsistencies in both Phase 1 and Phase 2 implementations. Additionally, the evaluator examined assessment data to identify students that successfully completed the program according to WADE post-assessment scores and examined that student’s grade level VSOL reading score to determine if the student is able to master the grade level content after successfully exiting the program. Findings showed fidelity of implementation is vital to determine the impact linked to student outcomes in this study. Recommendations for future research and continuous program improvement included implementing fidelity checks using district personnel, implementing on-going training and a robust data collection system, and implementing reliability and validity measures of the WADE.
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Kershner, Erin. "A Program Evaluation of an After-School Reading Intervention Program in a Small Urban Elementary School." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1550153927.
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The purpose of this study was to conduct a program evaluation of an after-school reading intervention program for reluctant readers. The program is part of a school district initiative to help young students establish positive, productive habits and dispositions toward reading. Program participants included teachers in the after-school program and parents of students who participated for two years. The evaluation questions were designed to assess the perceptions of those stakeholders on the benefit of the program for student participants. Both teachers and parents perceived that the program benefited students' receptive vocabularies. Teachers found that the program significantly improved students' ability to read independently for longer and longer periods of time. Likewise, parents noticed that their children were more willing to initiate reading at home, while many also found that their children would persist at independent reading because they were enjoying it more. The program was credited with improving elements of students' self-efficacy in reading, such as confidence, persistence, and positive emotional responses to challenging tasks. Goal-setting, as a subset of self-efficacy, was a less obvious outcome of the program. Small, relaxed and supportive after-school learning environments where students developed strong relationships with peers and their after-school teacher helped to make the program enjoyable for students and optimized outcomes. Recommendations for further study on the program outcomes at other schools and quantitative outcomes after more years of program implementation are included.
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Bishop, Wilsie. "Integrating IPE into an Academic Health Sciences Center: A Bottom-Up and Top-Down Approach." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/ijhse/vol3/iss2/2.
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Polaha, Jodi, Karen Schetzina, and Katie Baker. "A Collaborative Practice Training Model for Pediatric Primary Care." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/ijhse/vol3/iss2/6.
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Reardon, Robert Martin. "Assessing potential for learning: A factor-analytic study of a performance-based identification protocol for young, socioeconomically disadvantaged high-ability learners." W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1550154147.
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Tinglin-Jarrett, Daphne. "Combining the Sonday System and the Developmental Reading Assessment to Improve Struggling Readers' Standardized Test Scores." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2428.
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Struggling students' poor reading and comprehension skills have continued to be a national problem. A New Jersey Department of Education report showed that of 311,628 middle school students tested in language arts, 26.2% scored at the partial proficiency level and 58.5% scored at the proficiency level. Further review of the middle schools in a local school district revealed that 57% of the students struggled to read and were unable to pass the Benchmark and New Jersey Assessment of Skills and Knowledge (NJASK) tests. The purpose of this study was to compare the NJASK test scores when the Developmental Reading Assessment (DRA)-alone was used and when the Sonday System reading program was added. Archival data from the 2010 and 2011 school years for 80 at-risk students were examined using a mixed-design (split-plot) ANOVA to evaluate whether addition of the Sonday System resulted in greater reading gains and improved students' NJASK scores. The study followed a quantitative, causal-comparative research design. Constructivist and behaviorist learning theories served as the framework. The results showed no significant improvement in the students' scores when the Sonday System was added to the DRA. There also was no evidence of greater year-to-year improvement in the NJASK standardized test scores when the DRA and the Sonday System were combined; however, by itself, the Sonday System was found effective in other schools. The findings suggest that it is not advisable to combine the DRA with the Sonday System. The professional development project generated from this study might lead to positive social change for administrators, teachers, educators, and stakeholders by increasing their awareness about the best ways to develop and implement reading programs that will have a positive impact on struggling readers.
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Garnett, Arlene Lois. "Portfolio assessment: An authentic method of student evaluation." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/825.
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Jones, Brenda Hudson. "Examining the Relationship Between the Use of Formative Assessments in the Middle School Classroom and Select Causal Factors." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2015. http://digitalcommons.auctr.edu/cauetds/11.
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This study examines the relationship between the use of formative assessment in the middle school classroom and select causal factors. For the purpose of this study, the definition of formative assessments is that proposed by Heritage, Kim, Vendliski, and Herman as, “A systematic process to continuously gather evidence and provide feedback about learning while instruction is under way” (2009, p. 1). Factors affecting the use of formative assessments explored in this study include leadership behaviors, professional development, the influence of instructional coaches, and aspects of teacher demographics. Through a mixed-method design, utilizing both a quantitative and qualitative approach, data were collected and analyzed.
The quantitative data showed no any significant relationship between formative assessment and the independent variables of leadership behavior, professional development, and the influence of instructional coaches. The data showed that in the area of teacher demographics, there did exist a significant relationship between the grade level taught and the use of formative assessments, suggesting that teachers in the highest grade level (grade 8) had the highest frequency of use.
Data collected through the qualitative research revealed that the school in which more frequent professional development training was provided by the school’s instructional coach in the area of formative assessment strategies, the frequency of their use was more prevalent. The findings suggest that the influence of the instructional coach is a factor in teachers’ use of formative assessment.
Results from this study add to the body of evidence relating to use of formative assessment. As a result of the findings, the position of instructional coach and how they impact student achievement is recommended for further study.
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Patke, Usha. "Inquiry-based laboratory investigations and student performance on standardized tests in biological science." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1089.
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Achievement data from the 3rd International Mathematics and Sciences Study and Program for International Student Assessment in science have indicated that Black students from economically disadvantaged families underachieve at alarming rates in comparison to White and economically advantaged peer groups. The study site was a predominately Black, urban school district experiencing underachievement. The purpose of this correlational study was to examine the relationship between students' use of inquiry-based laboratory investigations and their performance on the Biology End of Course Test, as well as to examine the relationship while partialling out the effects of student gender. Constructivist theory formed the theoretical foundation of the study. Students' perceived levels of experience with inquiry-based laboratory investigations were measured using the Laboratory Program Variable Inventory (LPVI) survey. LPVI scores of 256 students were correlated with test scores and were examined by student gender. The Pearson correlation coefficient revealed a small direct correlation between students' experience in inquiry-based laboratory investigation classes and standardized test scores on the Biology EOCT. A partial correlational analysis indicated that the correlation remained after controlling for gender. This study may prompt a change from teacher-centered to student-centered pedagogy at the local site in order to increase academic achievement for all students. The results of this study may also influence administrators and policy makers to initiate local, state, or nationwide curricular development. A change in curriculum may promote social change as students become more competent, and more able, to succeed in life beyond secondary school.
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Croteau, Jacqueline L. "Online Formative Assessments as Predictors of Student Academic Success." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1145.
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Increasingly, educational reform efforts are turning towards data-driven decision making strategies to help teachers improve instruction through skills-based instruction/content that is both measurable and aligned to common rigorous standards, such as the Common Core State Standards (CCSS). Examining the impact of a formative online assessment system on a summative measurement of student achievement may provide evidence that data-driven instructional platforms can impact student achievement and learning outcomes. Guided by the theoretical frameworks of Vygotsky and Dewey, along with the concepts of multiple intelligence, constructivism, and mastery learning, this study examined the relationship between student scores from an online formative assessment administered quarterly and an end-of-year summative evaluation. A stepwise multiple regression analyzed the predictive power of the iReady formative assessment program towards archived SAT-10 reading and mathematics data among Grades 1-4 students, before and after the iReady program was implemented (N = 339). The results showed a significant relationship between the iReady program and SAT-10, explaining 11.6% of the variance in SAT-10 scores. The study's intended audience is educators, school districts, and policy makers who are using the achievement data produced by formative assessments to improve results on measures of academic achievement, leading to positive social change.
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Scott, Debra Leonard. "A study of general education assessment." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-1111104-104650/unrestricted/ScottD121304f.pdf.
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Thesis (Ed.D.)--East Tennessee State University, 2004.Title from electronic submission form. ETSU ETD database URN: etd-1111104-104650 Includes bibliographical references. Also available via Internet at the UMI web site.
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Perkins, Anne Witt. "Learning and Study Strategies Inventory (LASSI): A validity study." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618615.
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The purpose of this study was to examine the construct and predictive validity of the Learning and Study Strategies Inventory (LASSI). The LASSI is an instrument designed to assess utilization of learning and study strategies and methods for the purpose of measuring strategy use, diagnosing deficiencies, and prescribing intervention. The literature suggests that valid instruments of this type are sadly lacking. The LASSI User's Manual, however, presents no statistical evidence of instrument validity. The need for this verification became crucial with The College of William and Mary's selection of the inventory for administration to the 1990 freshman class. Using data obtained from this administration and a subsequent retest, statistical analyses were conducted to confirm instrument reliability and examine construct and predictive validity. Results indicated that while reliable, the ten LASSI scales possessed no construct validity, as measured by factor analysis, and low predictive validity when first semester college grade point average was the performance criterion. Until the completion of further research, the validity of the LASSI is at best suspect, and use of the instrument is not recommended.
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Fithian, Ellen C. "Rate of advanced placement (AP) exam taking among AP-enrolled students: A study of New Jersey high schools." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154063.
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Chenoweth, John Dalton. "An evaluation of the Using Information Technology program at East Tennessee State University." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0621102-100557/unrestricted/ChenowethJ071502.pdf.
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Ellis, Ashley F. "The relationship between teachers' computer self-efficacy and technology integration in a school district's bring your own technology initiative." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618838.
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The purpose of this mixed methods program evaluation study was to investigate the ways in which one public school district and its teachers implemented a Bring Your Own Technology (BYOT) initiative. This study also measured teachers' computer self-efficacy, as measured by Cassidy and Eachus' (2002) Computer User Self-Efficacy Scale, and investigated the relationship between the teachers' computer self-efficacy and use of BYOT. The study sought to discover the successes and challenges the teachers in the district faced with implementation in their schools and classrooms. Participants included teachers in the four high schools in the district. The study used the CIPP model of program evaluation to guide data collection on the context, input, process, and products of the BYOT program. Both quantitative and qualitative data was collected using teacher surveys, extant student surveys conducted by the district, teacher interviews, and classroom observations. The successes teachers had included student engagement, ease of classroom research, and productivity uses of student-owned technology. The challenges teachers faced included students' inappropriate use of technology, difficulty accessing the district's wireless network, and the task of monitoring students using BYOT. The teachers in the district had high computer self-efficacy, but its relationship to successful integration of technology was unclear. Recommendations for future research and continuous program improvement include providing appropriate bandwidth for successful BYOT programs, a process for managing students' use of BYOT, and appropriate professional development to support integration of BYOT into classroom instruction.
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Henchy, Alexandra Marie. "REVIEW AND EVALUATION OF RELIABILITY GENERALIZATION RESEARCH." UKnowledge, 2013. http://uknowledge.uky.edu/edp_etds/5.
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Reliability Generalization (RG) is a meta-analytic method that examines the sources of measurement error variance for scores for multiple studies that use a certain instrument or group of instruments that measure the same construct (Vacha-Haase, Henson, & Caruso, 2002). Researchers have been conducting RG studies for over 10 years since it was first discussed by Vacha-Haase (1998). Henson and Thompson (2002) noted that, as RG is not a monolithic technique; researchers can conduct RG studies in a variety of ways and include diverse variables in their analyses. Differing recommendations exist in regards to how researchers should retrieve, code, and analyze information when conducting RG studies and these differences can affect the conclusions drawn from meta-analytic studies (Schmidt, Oh, & Hayes, 2009) like RG. The present study is the first comprehensive review of both current RG practices and RG recommendations. Based upon the prior research findings of other meta-analytic review papers (e.g., Dieckmann, Malle, & Bodner 2009), the overarching hypothesis was that there would be differences between current RG practices and best practice recommendations made for RG studies.
Data consisted of 64 applied RG studies and recommendation papers, book chapters, and unpublished papers/conference papers. The characteristics that were examined included how RG researchers: (a) collected studies, (b) organized studies, (c) coded studies, (d) analyzed their data, and (e) reported their results.
The results showed that although applied RG researchers followed some of the recommendations (e.g., RG researchers examined sample characteristics that influenced reliability estimates), there were some recommendations that RG researchers did not follow (e.g., the majority of researchers did not conduct an a priori power analysis). The results can draw RG researchers’ attentions to areas where there is a disconnect between practice and recommendations as well as provide a benchmark for assessing future improvement in RG implementation.
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Winfield, Lisa M. "High stakes testing policy issues in education: An analysis of litigation involving high stakes testing and the denial of diplomas." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1550154192.
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Haselton, W. Blake. "A Study of Initial Educational & Occupational Activities of Oldham County High School Seniors for the Years 1979-1983." TopSCHOLAR®, 1985. https://digitalcommons.wku.edu/theses/2458.
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A follow-up study of five Senior Classes of Oldham County High School (Kentucky) was conducted to determine students' initial status six months after graduation. Study findings based on survey responses from slightly aver 83 % of the 2,025 students listed as seniors in the spring semester for the years 1979-1983 included the following: It was found that 58% of the respondents entered educational activities, 36% entered the work force and 6% were unemployed. Eighty-five percent of all graduates entering college did so at an in-state, state supported institution. Results further indicated that 25% of all graduates attended either the University of Kentucky or the University of Louisville and that most students entered four year colleges in the educational category and retail sales in the employment categories. It is suggested that Oldham County High School could benefit from a reevaluation of the school's curricular program offerings and further study comparing the academic program followed in high school versus actual college and/or career pursuits.
The study includes data tables showing a summary percentage of survey respondents by class year and sex, educational and occupational categories, by specific postsecondary schools attended and by academic programs indicated in high school. Appendices include more detailed information by class and sex.
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Dietrich, Cynthia S. "A Phenomenological Study of Social Science Instructors' Assessment Practices for Online Learning." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/930.
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Online learning has revolutionized higher education in the United States. In 2007, there were 3.9 million students taking at least 1 online course. Assessment in online instruction is a new experience for teachers because of the recent advent of online course delivery. Current research on online learning does not address instructor experiences with learning assessments. This gap may contribute to online instructors being inadequately prepared to teach online. The purpose of this phenomenological study was to explore online instructors' experiences with assessments in their undergraduate social science courses. The study was guided by constructivism as well as theories associated with assessment for the college classroom. The main and secondary research questions focused on the participants' experiences with assessment in the online learning environment and the challenges and benefits of assessment in that learning environment. Data were collected with in-depth, semistructured interviews and analyzed via Moustakas's modification of van Kaam's method. The main themes are: (a) instructors use a combination of assessment practices, (b) changes to assessments are based on student feedback, and (c) academic honesty. The present study promotes positive social change by providing members of the online learning community with a better understanding of instructors' assessment processes, as well as the challenges and benefits those instructors face in assessing learning in online classes, all of which may contribute to improved instruction for online students.
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Yates, Kim Marie. "Perceived Effectiveness of Assessments Used in Online Courses in Western North Carolina Community Colleges." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1077.
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The purpose of this study was to determine the most appropriate methods of assessment for online courses. Internet instructors were surveyed and asked which methods of assessment they use in the online courses that they teach and how effective they perceive those methods to be in determining if the learning objectives have been met for the course(s) that they teach online.
The findings of this study indicated that there is a difference between some academic disciplines in relation to the type of assessment methods being used in online courses. There is a difference in perceived effectiveness of assessment methods among the individual instructors surveyed. The most effective means of assessment as determined by the survey results is individual projects. The least effective method of assessment as determined by the survey results is self-assessment.
The study's results confirmed that objective testing is not considered the most effective method of assessment; however, several instructors still use this method because of time constraints. The study's results confirmed that a variety of assessment methods need to be used within each Internet course to determine the effectiveness of the course. Surprisingly, there was no difference in the assessment methods being used by those instructors who received training and those who did not. This conclusion could be because the training received by most online instructors was in Blackboard and/or technology and not assessment methods. There is a difference in the number of types of assessment being used by online instructors. The survey data indicated that there was not a difference in assessment methods being used by instructors who have taught for more than three years as compared to instructors who have taught three or fewer years. The study indicated that there is a difference in some of the types of assessments being used by instructors who teach more than one Internet course per year. Not surprisingly, instructors who have a large number of students and/or course sections resort to objective testing methods only because they do not have time to grade alternative assessment formats.
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Mosley, Dracaena. "A Mixed Methods Evaluation of New Teacher Support Systems at an Urban Elementary." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/154.
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An urban elementary school in the northeast was lacking formal methods to evaluate its
support systems for teachers. This formative evaluation of the school's support systems for new teachers and staff was conducted using a mixed methods design to address the problem. The purpose of this evaluation was to determine the indicators of progress or need of improvement of effectively supporting teachers through mentoring, professional development, and collaboration. The theoretical framework for the study was Kirkpatrick's 4 levels of evaluation: reaction, learning, behavior, and results. The evaluation was also guided by questions about the extent, perceived effectiveness, strengths, and weaknesses of the support systems. Data were collected using surveys from 33 teacher participants and interviews with 10 teacher participants. Qualitative data analysis involved emergent coding for themes and sub-themes. Inconsistent support emerged as a support weakness and a comforting school community emerged as a support strength. Frequencies and ratios of survey items were calculated and reported. Key findings were that 60% of the participants perceived the support systems to be adequate and 79% perceived the mentor and new teacher meetings to be effective. However, 36% of respondents reported that all support systems needed some improvements. A full report including recommendations was prepared for the stakeholders at the school and district levels. Implications for positive social change include higher retention and enhanced performance of beginning teachers, which may help to improve learning outcomes for students.
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Villaire, Sonja Ann Sanders. "A case study of the predictive ability of placement tests for principles of accounting." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618272.
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The predictive ability of mathematics and reading placement tests used as a prerequisite for entry into the introductory level of accounting principles was investigated in a case study conducted at Thomas Nelson Community College in Hampton, Virginia for students enrolled during the 19-month period beginning with June 1988 and ending with December 1989. The entire population of 1353 students was used in the study which tested for the independence of two variables, assessed or non-assessed students and their success (or non-success) in the course. In addition, the scores on the placement tests were compared with the final grade of the students to establish any possible correlation between the scores and grades. Other variables such as gender, age, day or evening student status, full- or part-time status of the student or faculty, and/or curricula were also tested for their predictive qualities. The study used Chi-square statistics and stepwise multiple regression analysis to evaluate the results.;The study confirmed that although there appears to be a positive correlation between some of the reading and mathematics placement tests used in the study, students who have been subjected to placement testing did not score better than the students who had not been assessed. In the area of mathematics, arithmetic skills appear to be a more significant predictor of final grade outcome than does the placement test on elementary algebra. Both reading placement tests investigated showed significant, though limited, predictive value.;Further study should include re-evaluation of the placement tests being used for their validity as a predictor of success. The level of cut-off scores which are deemed to be acceptable should also be examined. Also, further study might explore the impact that factors other than adequate entering skills, such as teaching methodology, textbook materials, accounting laboratories, and use of computers have on the success rate of accounting students.
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Bowling, Christy Stewart. "The Effect of Two Reading Programs on First Grade Students' Reading Fluency." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/851.
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School districts struggle to achieve Adequate Yearly Progress (AYP) in reading in first grade. Nine percent of first grade students at the study site were not meeting state performance standards in the area of language arts. Specifically in the area of fluency, 38% of first grade students were not achieving AYP. Because of the close connection between oral fluency and early reading achievement, first grade students need to be more fluent to attain state standards. Based on LaBerge and Samuels theory of automaticity within reading fluency, the purpose of this study was to identify the impact of the Scholastic Guided Reading Program and Harcourt Trophies basal reading program on students reading fluency, as measured by the Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency (DIBELS). Over eight months, the fluency levels of 129 first grade students were assessed three times. Repeated measures analysis of variance (ANOVA) showed a significant increase in the DIBELS gain scores between the pretest Fall Y2 Word Fluency (WF) scores in relation to the posttest Winter Y2 Oral Reading Fluency (ORF) scores for those students who received Scholastic Guided Reading instruction. Students who received Harcourt basal reading instruction gain scores showed a slight regression in fluency between the pretest Fall Y2 WF and the posttest Winter Y2 ORF. These results suggest that individual leveled reading instruction increases students' fluency skills. Improving reading fluency early is essential; students who become proficient readers have the ability to contribute and participatee in all areas of societal change.
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Barthelus, Bloodine. "The relationship between student infractions and social emotional competence: A program evaluation of Responsive Classroom(RTM)." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539618887.
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Roberts, Karin. "High School Assessment Program Interventions and Graduation Rates." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6270.
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Graduating high school is a critical juncture for students to achieve. High School dropouts are more likely to have fewer job opportunities than high school graduates, increasing risk for poor health and incarceration. The target district used the academic learning class (ALC) as an intervention to support high school seniors classified as at risk due to failure on the High School Assessment Plan (HSAP). The purpose of this study was to determine the association between at-risk students who participated in the ALC and on-time graduation. Guided by action theory, an ex post facto design using secondary data, was employed to determine if there was an association between the variables of participation in the ALC intervention and graduation. The sample included a secondary data set of 174 records of high school students who met the criteria of failing one or both parts of the HSAP and who received the intervention of the ALC class. Data from a sample of 166 records were analyzed through SPSS. Results of the chi-square test did not indicate statistical significance, Ï?2(1, N = 166) = 1.27, p = 0.26, suggesting that there was not sufficient evidence to conclude existing of an association between participation in the ALC and graduation. Further research is recommended with more than 1 intervention to ascertain the association between specific high school interventions and graduation. Determining the association between an intervention and graduation will lead to social change as improving graduation rates helps bridge the economic gap between high school graduates and dropouts.
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lunceford, Angel, Alicia Blasini, and James 3rd Fox. "The Importance of Baseline Analysis for Establishing Replicable, Evidence-Based Behavior Analytic Interventions: Implications for Researchers and Practitioners." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/asrf/2018/schedule/22.
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Single subject studies analyze individual behavior identifying how interventions change behavior. Critical to this analysis are repeated baseline measures to identify behavior function and evaluate intervention effects. 40 studies treating child behavior problems between 1997 and 2015 were analyzed. Average student age was 8 years. Most studies used simple frequency counts (47%) of behavior. Baseline observation averaged 42 minutes and 7.4 observations. Most studies (81%) reported no systematic analysis of baseline stability, making it difficult to establish evidence-based effective interventions
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Winningham, Dana. "An analysis of functional behavioral assessments used in public schools in Tennessee and Georgia." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0813102-111657/unrestricted/WinninghamD082202a.pdf.
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Austin, Patrice Monique. "Student achievement in relationship to the impact of preschool teacher qualifications and teacher accountability on kindergarten readiness in Atlanta, Georgia." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/5.
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The study examines the relationship between preschool teacher qualifications, preschool teacher accountability, and it impact on kindergarten readiness in Atlanta, Georgia. The independent variables are preschool teacher work setting, teacher qualifications, teacher professional development, and teacher accountability. The dependent variable is the degree to which the indicator of kindergarten readiness as measured by the Rrisance Screening Instrument. A quantitative survey was distributed to one hundred teachers of four-year-old students in Atlanta, Georgia. Sixty-two teachers of four-year-old students responded via U.S. mail. The results of the study indicate there is a statistically significant relationship between teacher's professional developn~enta nd teacher's accountability to the site administrators. There is also a significant relationship between teachers' professional development and teachers' accountability to central office!state department. Also, there is a significant relationship between teachers' professional development and teachers' accountability to parents. Based upon the results of this study, it is recommended that preschool teachers be afforded the opportunities for professional development. Administrators should expect documents and inspect teaching practices to ensure students are ready for kindergarten.
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Sims, Serbrenia J. "The origins and development of Virginia's student assessment policy: A case study." W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539618812.
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The purpose of this study was to review the historical origins and chronology of the student assessment movement in the United States and to describe and analyze the development of Virginia's higher education student assessment policy within that movement. "Student assessment," the process of determining whether or not students have met educational goals set by their programs of study, institutions of higher education, or the state is a relatively new event in Virginia. Major participants involved in the passage and implementation of Virginia's policy were identified from historical documents and interviewed based on their specific areas of knowledge.;From the interviews and document analysis it was found that the historical origins for Virginia's student assessment policy were synonymous with the history of accrediting agencies. A second possible origin for student assessment was the response to periods of expansion and curriculum development that occurred from 1918-1928 and again from 1952-1983.;The recent push for student assessment was spurred in the mid-1980's by the release of several national studies on the condition of the curriculum, instruction, and student achievement in higher education in the United States. These reports caused the states to question the credibility of regional accrediting agencies as a means of ensuring educational quality. as a result, at least two-thirds of the states have instituted some form of student assessment legislation since 1984.;The state of Virginia's student assessment policy began in 1985 with the passage of Senate Joint Resolution 125 which called on the State Council for Higher Education for Virginia (SCHEV) to investigate means by which student achievement could be measured to assure the citizens of Virginia of the continuing high quality of higher education in the state. The study was conducted and presented to the 1986 General Assembly of Virginia as Senate Document No. 14 and was accepted in Senate Joint Resolution 83. This resolution requested the state-supported institutions of higher education to establish student assessment programs in consultation with SCHEV. In 1989, Senate Bill 534 amended The Code of Virginia giving SCHEV formal authority to oversee student assessment activities.;After completing the case study, the study was compared for fit with six models of policy formulation (elite, rational, incremental, group, systems, and institutional) as proposed by Thomas Dye in his 1972 book, Understanding Public Policy. It was found that the systems model was the best fit of the six models. However, since vestiges of the other models existed within Virginia's student assessment policy formulation process the study proposed a revised systems model that included each of Dye's six models.