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You searched for +publisher:"University of Oklahoma" +contributor:("Ford, Timothy G."). Showing records 1 – 2 of 2 total matches.

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University of Oklahoma

1. Smith, Leedy K. INTERIM ASSESSMENT SYSTEMS AND COGNITIVE MEASURES OF DEEPER LEARNING: AN EVALUATION OF THE USA TESTPREP® PROGRAM.

Degree: EdD, 2018, University of Oklahoma

Recent federal and state policy has placed increasing focus on college and career readiness. As a result, many states and local districts respond by implementing interim assessment systems to help them facilitate instruction and monitor progress towards college and career readiness. Yet, there is little evidence to support the efficacy of these programs in influencing student outcomes (Perie, et al., 2009). Thus, the purpose of this study is to consider to what extent one interim assessment program, USA TestPrep®, as implemented in a suburban Oklahoma middle school met the goals of college and career readiness as examined through a lens of deeper learning. Through a mixed methods approach, the researcher concluded that while the interim assessments, as created by teachers in the district, were predictive of the standardized assessments, they did not align with the measures of deeper learning. As a tool for data driven decision making, teachers’ primary perception of the program was one of predictive purpose and to a lesser extent the instructional purposes to inform teaching and learning. Advisors/Committee Members: Ford, Timothy G. (advisor), Adams, Curt (committee member), Ballard, Keith (committee member), Forsyth, Patrick B. (committee member), Lake, Vickie (committee member).

Subjects/Keywords: interim assessment deeper learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Smith, L. K. (2018). INTERIM ASSESSMENT SYSTEMS AND COGNITIVE MEASURES OF DEEPER LEARNING: AN EVALUATION OF THE USA TESTPREP® PROGRAM. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/299316

Chicago Manual of Style (16th Edition):

Smith, Leedy K. “INTERIM ASSESSMENT SYSTEMS AND COGNITIVE MEASURES OF DEEPER LEARNING: AN EVALUATION OF THE USA TESTPREP® PROGRAM.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed August 14, 2020. http://hdl.handle.net/11244/299316.

MLA Handbook (7th Edition):

Smith, Leedy K. “INTERIM ASSESSMENT SYSTEMS AND COGNITIVE MEASURES OF DEEPER LEARNING: AN EVALUATION OF THE USA TESTPREP® PROGRAM.” 2018. Web. 14 Aug 2020.

Vancouver:

Smith LK. INTERIM ASSESSMENT SYSTEMS AND COGNITIVE MEASURES OF DEEPER LEARNING: AN EVALUATION OF THE USA TESTPREP® PROGRAM. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/11244/299316.

Council of Science Editors:

Smith LK. INTERIM ASSESSMENT SYSTEMS AND COGNITIVE MEASURES OF DEEPER LEARNING: AN EVALUATION OF THE USA TESTPREP® PROGRAM. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/299316


University of Oklahoma

2. Fiegener, Ashlyn M. Building a line of inquiry around instructional program coherence: The role of coherence in teacher well-being, turnover intentions, and mental models.

Degree: PhD, 2020, University of Oklahoma

Previous studies suggest that instructional program coherence is related to higher student achievement and school improvement. There is little known about the process by which coherence operates in schools, specifically how it may create conditions in the instructional environment that enable teachers to thrive. The purpose of this three-study dissertation is to examine the relationship between instructional program coherence and measures of teacher well-being – namely, psychological need satisfaction and turnover. The first study tests the relationship between instructional program coherence and teacher psychological need satisfaction. The second study 1) examines the relationship between instructional program coherence and teacher intent to leave; and 2) tests teacher psychological need satisfaction as a mediating variable in the relationship between instructional program coherence and teacher intent to leave. Thus far, instructional program coherence has been conceptualized and measured as the alignment of structures (i.e., curriculum, assessments, professional development) within the instructional environment. A sole focus on structural coherence, however, neglects the role of human cognition in influencing teacher action and behavior. Mental models are the cognitive frameworks that guide action. The third study expands the work of coherence by conceptualizing a cognitive dimension of instructional coherence. Cognitive instructional coherence is defined as the sharedness of teacher mental models of a common instructional framework. A set of items are advanced to capture cognitive instructional coherence, and construct validity is tested through the assessment of content validity, structural validity, and convergent validity. Advisors/Committee Members: Adams, Curt M. (advisor), Ware, Jordan K. (committee member), Forsyth, Patrick B. (committee member), Edwards, Beverly (committee member), Ford, Timothy G. (committee member), Kwon, Kyong-Ah (committee member).

Subjects/Keywords: Instructional program coherence; teacher turnover; teacher psychological needs; teacher mental models

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Fiegener, A. M. (2020). Building a line of inquiry around instructional program coherence: The role of coherence in teacher well-being, turnover intentions, and mental models. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/324387

Chicago Manual of Style (16th Edition):

Fiegener, Ashlyn M. “Building a line of inquiry around instructional program coherence: The role of coherence in teacher well-being, turnover intentions, and mental models.” 2020. Doctoral Dissertation, University of Oklahoma. Accessed August 14, 2020. http://hdl.handle.net/11244/324387.

MLA Handbook (7th Edition):

Fiegener, Ashlyn M. “Building a line of inquiry around instructional program coherence: The role of coherence in teacher well-being, turnover intentions, and mental models.” 2020. Web. 14 Aug 2020.

Vancouver:

Fiegener AM. Building a line of inquiry around instructional program coherence: The role of coherence in teacher well-being, turnover intentions, and mental models. [Internet] [Doctoral dissertation]. University of Oklahoma; 2020. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/11244/324387.

Council of Science Editors:

Fiegener AM. Building a line of inquiry around instructional program coherence: The role of coherence in teacher well-being, turnover intentions, and mental models. [Doctoral Dissertation]. University of Oklahoma; 2020. Available from: http://hdl.handle.net/11244/324387

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