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You searched for subject:(High stakes). Showing records 1 – 30 of 239 total matches.

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Virginia Tech

1. Coppage-Miller, Jacqueline C. Perceptions of Middle and High School Principals in Virginia on High-Stakes Testing.

Degree: EdD, Educational Leadership and Policy Studies, 2014, Virginia Tech

 The purpose of this study was to identify perceptions of middle and high school principals in Virginia regarding high-stakes testing. Perceptions were assessed regarding unintended… (more)

Subjects/Keywords: accountability; high-stakes testing; principal

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APA (6th Edition):

Coppage-Miller, J. C. (2014). Perceptions of Middle and High School Principals in Virginia on High-Stakes Testing. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56674

Chicago Manual of Style (16th Edition):

Coppage-Miller, Jacqueline C. “Perceptions of Middle and High School Principals in Virginia on High-Stakes Testing.” 2014. Doctoral Dissertation, Virginia Tech. Accessed May 25, 2019. http://hdl.handle.net/10919/56674.

MLA Handbook (7th Edition):

Coppage-Miller, Jacqueline C. “Perceptions of Middle and High School Principals in Virginia on High-Stakes Testing.” 2014. Web. 25 May 2019.

Vancouver:

Coppage-Miller JC. Perceptions of Middle and High School Principals in Virginia on High-Stakes Testing. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 May 25]. Available from: http://hdl.handle.net/10919/56674.

Council of Science Editors:

Coppage-Miller JC. Perceptions of Middle and High School Principals in Virginia on High-Stakes Testing. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/56674


University of Georgia

2. Rudowitz, Lisa Beth. The emotional reactions of fourth and fifth grade students prior to taking high-stakes standardized tests.

Degree: PhD, Elementary Education, 2004, University of Georgia

 The purpose of this quantitative study was to describe the perceived anxiety of fourth and fifth grade students during the weeks prior to taking high-stakes(more)

Subjects/Keywords: High stakes tests

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APA (6th Edition):

Rudowitz, L. B. (2004). The emotional reactions of fourth and fifth grade students prior to taking high-stakes standardized tests. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/rudowitz_lisa_b_200408_phd

Chicago Manual of Style (16th Edition):

Rudowitz, Lisa Beth. “The emotional reactions of fourth and fifth grade students prior to taking high-stakes standardized tests.” 2004. Doctoral Dissertation, University of Georgia. Accessed May 25, 2019. http://purl.galileo.usg.edu/uga_etd/rudowitz_lisa_b_200408_phd.

MLA Handbook (7th Edition):

Rudowitz, Lisa Beth. “The emotional reactions of fourth and fifth grade students prior to taking high-stakes standardized tests.” 2004. Web. 25 May 2019.

Vancouver:

Rudowitz LB. The emotional reactions of fourth and fifth grade students prior to taking high-stakes standardized tests. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 May 25]. Available from: http://purl.galileo.usg.edu/uga_etd/rudowitz_lisa_b_200408_phd.

Council of Science Editors:

Rudowitz LB. The emotional reactions of fourth and fifth grade students prior to taking high-stakes standardized tests. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/rudowitz_lisa_b_200408_phd


California State University – Sacramento

3. Seale, Craig Allen. Commoditizing education: the validity of testing practices at an urban elementary school.

Degree: MA, English (Composition, 2010, California State University – Sacramento

 The author writes a case study examining the narrowing effect that high-stakes testing was having on his elementary school. Using a definition of testing validity… (more)

Subjects/Keywords: instructional hours; high-stakes testing; narrowing effect

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APA (6th Edition):

Seale, C. A. (2010). Commoditizing education: the validity of testing practices at an urban elementary school. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/221

Chicago Manual of Style (16th Edition):

Seale, Craig Allen. “Commoditizing education: the validity of testing practices at an urban elementary school.” 2010. Masters Thesis, California State University – Sacramento. Accessed May 25, 2019. http://hdl.handle.net/10211.9/221.

MLA Handbook (7th Edition):

Seale, Craig Allen. “Commoditizing education: the validity of testing practices at an urban elementary school.” 2010. Web. 25 May 2019.

Vancouver:

Seale CA. Commoditizing education: the validity of testing practices at an urban elementary school. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 May 25]. Available from: http://hdl.handle.net/10211.9/221.

Council of Science Editors:

Seale CA. Commoditizing education: the validity of testing practices at an urban elementary school. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/221


Queens University

4. de Vries, Ingrid. AN ANALYSIS OF TEST CONSTRUCTION PROCEDURES AND SCORE DEPENDABILITY OF A PARAMEDIC RECERTIFICATION EXAM .

Degree: Education, 2012, Queens University

High-stakes testing is used for the purposes of providing results that have important consequences such as certifications, licensing, or credentialing. The purpose of this study… (more)

Subjects/Keywords: Dependability; Generalizability Theory; Paramedic; High-Stakes Exam

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APA (6th Edition):

de Vries, I. (2012). AN ANALYSIS OF TEST CONSTRUCTION PROCEDURES AND SCORE DEPENDABILITY OF A PARAMEDIC RECERTIFICATION EXAM . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/7434

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

de Vries, Ingrid. “AN ANALYSIS OF TEST CONSTRUCTION PROCEDURES AND SCORE DEPENDABILITY OF A PARAMEDIC RECERTIFICATION EXAM .” 2012. Thesis, Queens University. Accessed May 25, 2019. http://hdl.handle.net/1974/7434.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

de Vries, Ingrid. “AN ANALYSIS OF TEST CONSTRUCTION PROCEDURES AND SCORE DEPENDABILITY OF A PARAMEDIC RECERTIFICATION EXAM .” 2012. Web. 25 May 2019.

Vancouver:

de Vries I. AN ANALYSIS OF TEST CONSTRUCTION PROCEDURES AND SCORE DEPENDABILITY OF A PARAMEDIC RECERTIFICATION EXAM . [Internet] [Thesis]. Queens University; 2012. [cited 2019 May 25]. Available from: http://hdl.handle.net/1974/7434.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

de Vries I. AN ANALYSIS OF TEST CONSTRUCTION PROCEDURES AND SCORE DEPENDABILITY OF A PARAMEDIC RECERTIFICATION EXAM . [Thesis]. Queens University; 2012. Available from: http://hdl.handle.net/1974/7434

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. Versteeg, Peter. Effect of Social Studies and Science Instruction on Elementary Reading Comprehension .

Degree: 2012, California State University – San Marcos

 In an era of high-stakes testing and accountability under the No Child Left Behind (NCLB) Act of 2001 many elementary school teachers, administrators, and district… (more)

Subjects/Keywords: curriculum narrowing; high-stakes testing; reading comprehension

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APA (6th Edition):

Versteeg, P. (2012). Effect of Social Studies and Science Instruction on Elementary Reading Comprehension . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/167

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Versteeg, Peter. “Effect of Social Studies and Science Instruction on Elementary Reading Comprehension .” 2012. Thesis, California State University – San Marcos. Accessed May 25, 2019. http://hdl.handle.net/10211.8/167.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Versteeg, Peter. “Effect of Social Studies and Science Instruction on Elementary Reading Comprehension .” 2012. Web. 25 May 2019.

Vancouver:

Versteeg P. Effect of Social Studies and Science Instruction on Elementary Reading Comprehension . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2019 May 25]. Available from: http://hdl.handle.net/10211.8/167.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Versteeg P. Effect of Social Studies and Science Instruction on Elementary Reading Comprehension . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/167

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Louisiana State University

6. Porter, Bethany Ann. The Effects of Being Placed in Special Education Classes Versus General Education Classes and Teacher Certification on Students' High-Stakes Testing Scores.

Degree: PhD, Psychology, 2009, Louisiana State University

 The introduction of new laws such as the amendments to the Individuals with Disabilities Education Act (IDEA, 1997) and the No Child Left Behind Act… (more)

Subjects/Keywords: special education; high-stakes test; teacher certification

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APA (6th Edition):

Porter, B. A. (2009). The Effects of Being Placed in Special Education Classes Versus General Education Classes and Teacher Certification on Students' High-Stakes Testing Scores. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-08122009-082312 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2128

Chicago Manual of Style (16th Edition):

Porter, Bethany Ann. “The Effects of Being Placed in Special Education Classes Versus General Education Classes and Teacher Certification on Students' High-Stakes Testing Scores.” 2009. Doctoral Dissertation, Louisiana State University. Accessed May 25, 2019. etd-08122009-082312 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2128.

MLA Handbook (7th Edition):

Porter, Bethany Ann. “The Effects of Being Placed in Special Education Classes Versus General Education Classes and Teacher Certification on Students' High-Stakes Testing Scores.” 2009. Web. 25 May 2019.

Vancouver:

Porter BA. The Effects of Being Placed in Special Education Classes Versus General Education Classes and Teacher Certification on Students' High-Stakes Testing Scores. [Internet] [Doctoral dissertation]. Louisiana State University; 2009. [cited 2019 May 25]. Available from: etd-08122009-082312 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2128.

Council of Science Editors:

Porter BA. The Effects of Being Placed in Special Education Classes Versus General Education Classes and Teacher Certification on Students' High-Stakes Testing Scores. [Doctoral Dissertation]. Louisiana State University; 2009. Available from: etd-08122009-082312 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2128


University of Houston

7. Acosta, Jesus B. 1974-. The Effect of the Texas Student Success Initiative on Dropouts and Student Retention at a District in the Northeast Area of Harris County.

Degree: Curriculum and Instruction, Department of, 2012, University of Houston

 This study examined the impact of the Texas Student Success Initiative (SSI) on retention rates and dropouts in a district located in the Northeast area… (more)

Subjects/Keywords: High-Stakes; Testing; Dropouts; SSI; Professional leadership

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APA (6th Edition):

Acosta, J. B. 1. (2012). The Effect of the Texas Student Success Initiative on Dropouts and Student Retention at a District in the Northeast Area of Harris County. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/608

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Acosta, Jesus B 1974-. “The Effect of the Texas Student Success Initiative on Dropouts and Student Retention at a District in the Northeast Area of Harris County.” 2012. Thesis, University of Houston. Accessed May 25, 2019. http://hdl.handle.net/10657/608.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Acosta, Jesus B 1974-. “The Effect of the Texas Student Success Initiative on Dropouts and Student Retention at a District in the Northeast Area of Harris County.” 2012. Web. 25 May 2019.

Vancouver:

Acosta JB1. The Effect of the Texas Student Success Initiative on Dropouts and Student Retention at a District in the Northeast Area of Harris County. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 May 25]. Available from: http://hdl.handle.net/10657/608.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Acosta JB1. The Effect of the Texas Student Success Initiative on Dropouts and Student Retention at a District in the Northeast Area of Harris County. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/608

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Loyola University Chicago

8. Cechowski, Julianna Marie. High-Stakes Testing: The Student Voice.

Degree: MA, Education, 2014, Loyola University Chicago

  There has been an intense debate about standardized testing since they were first introduced into public schools in the nineteenth century. In this research,… (more)

Subjects/Keywords: high; perspective; stakes; standardized; student; testing; Education

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APA (6th Edition):

Cechowski, J. M. (2014). High-Stakes Testing: The Student Voice. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/2617

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cechowski, Julianna Marie. “High-Stakes Testing: The Student Voice.” 2014. Thesis, Loyola University Chicago. Accessed May 25, 2019. http://ecommons.luc.edu/luc_theses/2617.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cechowski, Julianna Marie. “High-Stakes Testing: The Student Voice.” 2014. Web. 25 May 2019.

Vancouver:

Cechowski JM. High-Stakes Testing: The Student Voice. [Internet] [Thesis]. Loyola University Chicago; 2014. [cited 2019 May 25]. Available from: http://ecommons.luc.edu/luc_theses/2617.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cechowski JM. High-Stakes Testing: The Student Voice. [Thesis]. Loyola University Chicago; 2014. Available from: http://ecommons.luc.edu/luc_theses/2617

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Mississippi State University

9. Buchanan, John Alexander. THE IMPACT OF THE HIGH-STAKES MISSISSIPPI CURRICULUM TEST ON TEACHERS INSTRUCTIONAL PRACTICES.

Degree: PhD, Instructional Systems, Leadership, and Workforce Development, 2007, Mississippi State University

 This study was designed to examine the ideal and actual teaching practices of sixth through eighth grade teachers in the Rankin County School District whose… (more)

Subjects/Keywords: high-stakes testing

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APA (6th Edition):

Buchanan, J. A. (2007). THE IMPACT OF THE HIGH-STAKES MISSISSIPPI CURRICULUM TEST ON TEACHERS INSTRUCTIONAL PRACTICES. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03192007-160523/ ;

Chicago Manual of Style (16th Edition):

Buchanan, John Alexander. “THE IMPACT OF THE HIGH-STAKES MISSISSIPPI CURRICULUM TEST ON TEACHERS INSTRUCTIONAL PRACTICES.” 2007. Doctoral Dissertation, Mississippi State University. Accessed May 25, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-03192007-160523/ ;.

MLA Handbook (7th Edition):

Buchanan, John Alexander. “THE IMPACT OF THE HIGH-STAKES MISSISSIPPI CURRICULUM TEST ON TEACHERS INSTRUCTIONAL PRACTICES.” 2007. Web. 25 May 2019.

Vancouver:

Buchanan JA. THE IMPACT OF THE HIGH-STAKES MISSISSIPPI CURRICULUM TEST ON TEACHERS INSTRUCTIONAL PRACTICES. [Internet] [Doctoral dissertation]. Mississippi State University; 2007. [cited 2019 May 25]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03192007-160523/ ;.

Council of Science Editors:

Buchanan JA. THE IMPACT OF THE HIGH-STAKES MISSISSIPPI CURRICULUM TEST ON TEACHERS INSTRUCTIONAL PRACTICES. [Doctoral Dissertation]. Mississippi State University; 2007. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03192007-160523/ ;


University of Oklahoma

10. Davis, Jill. Experiences of Early Childhood Educators Who Use Constructivist Approaches in an Era of High-Stakes Accountability.

Degree: PhD, 2015, University of Oklahoma

 Over the past thirty years, American education has moved toward a system of increased accountability. High-stakes accountability is characterized by the reliance of high-stakes testing,… (more)

Subjects/Keywords: constructivism; high-stakes accountability; academic pushdown

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APA (6th Edition):

Davis, J. (2015). Experiences of Early Childhood Educators Who Use Constructivist Approaches in an Era of High-Stakes Accountability. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/15232

Chicago Manual of Style (16th Edition):

Davis, Jill. “Experiences of Early Childhood Educators Who Use Constructivist Approaches in an Era of High-Stakes Accountability.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed May 25, 2019. http://hdl.handle.net/11244/15232.

MLA Handbook (7th Edition):

Davis, Jill. “Experiences of Early Childhood Educators Who Use Constructivist Approaches in an Era of High-Stakes Accountability.” 2015. Web. 25 May 2019.

Vancouver:

Davis J. Experiences of Early Childhood Educators Who Use Constructivist Approaches in an Era of High-Stakes Accountability. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2019 May 25]. Available from: http://hdl.handle.net/11244/15232.

Council of Science Editors:

Davis J. Experiences of Early Childhood Educators Who Use Constructivist Approaches in an Era of High-Stakes Accountability. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/15232


Texas A&M University

11. Alonzo, Elias. Teacher Perceptions Regarding Administrative Decision-Making at a Predominately Mexican American High School in Academic Jeopardy.

Degree: EdD, Educational Administration, 2017, Texas A&M University

 The purpose of this this mixed methods study, utilizing survey and interview data, was to present teacher perceptions regarding the decision-making process and outcomes of… (more)

Subjects/Keywords: Administrative decision-Making; High Stakes Testing

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APA (6th Edition):

Alonzo, E. (2017). Teacher Perceptions Regarding Administrative Decision-Making at a Predominately Mexican American High School in Academic Jeopardy. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169625

Chicago Manual of Style (16th Edition):

Alonzo, Elias. “Teacher Perceptions Regarding Administrative Decision-Making at a Predominately Mexican American High School in Academic Jeopardy.” 2017. Doctoral Dissertation, Texas A&M University. Accessed May 25, 2019. http://hdl.handle.net/1969.1/169625.

MLA Handbook (7th Edition):

Alonzo, Elias. “Teacher Perceptions Regarding Administrative Decision-Making at a Predominately Mexican American High School in Academic Jeopardy.” 2017. Web. 25 May 2019.

Vancouver:

Alonzo E. Teacher Perceptions Regarding Administrative Decision-Making at a Predominately Mexican American High School in Academic Jeopardy. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 May 25]. Available from: http://hdl.handle.net/1969.1/169625.

Council of Science Editors:

Alonzo E. Teacher Perceptions Regarding Administrative Decision-Making at a Predominately Mexican American High School in Academic Jeopardy. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169625


University of Texas – Austin

12. Ren, Han. Academic achievement outcomes of former English-language-learners in Texas.

Degree: Educational Psychology, 2011, University of Texas – Austin

 Texas has one of the highest populations of English Language Learners (ELLs) in the U.S., with a complex system for their placement, education, and assessment.… (more)

Subjects/Keywords: ELL; NCLB; High-stakes testing; NCLB; TAKS

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APA (6th Edition):

Ren, H. (2011). Academic achievement outcomes of former English-language-learners in Texas. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2691

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ren, Han. “Academic achievement outcomes of former English-language-learners in Texas.” 2011. Thesis, University of Texas – Austin. Accessed May 25, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-2691.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ren, Han. “Academic achievement outcomes of former English-language-learners in Texas.” 2011. Web. 25 May 2019.

Vancouver:

Ren H. Academic achievement outcomes of former English-language-learners in Texas. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 May 25]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2691.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ren H. Academic achievement outcomes of former English-language-learners in Texas. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2691

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

13. -1754-8067. Kindergarten curriculum enactment in a high-stakes public school context : an actor network theory investigation of the DAP vs. standards dilemma.

Degree: Curriculum and Instruction, 2017, University of Texas – Austin

 Numerous studies have documented a transformation in many of the nation’s kindergarten classrooms where the traditional focus on addressing the needs of the whole child… (more)

Subjects/Keywords: Kindergarten; High-stakes; Actor-network theory

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APA (6th Edition):

-1754-8067. (2017). Kindergarten curriculum enactment in a high-stakes public school context : an actor network theory investigation of the DAP vs. standards dilemma. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/61910

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

-1754-8067. “Kindergarten curriculum enactment in a high-stakes public school context : an actor network theory investigation of the DAP vs. standards dilemma.” 2017. Thesis, University of Texas – Austin. Accessed May 25, 2019. http://hdl.handle.net/2152/61910.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

-1754-8067. “Kindergarten curriculum enactment in a high-stakes public school context : an actor network theory investigation of the DAP vs. standards dilemma.” 2017. Web. 25 May 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1754-8067. Kindergarten curriculum enactment in a high-stakes public school context : an actor network theory investigation of the DAP vs. standards dilemma. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 May 25]. Available from: http://hdl.handle.net/2152/61910.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-1754-8067. Kindergarten curriculum enactment in a high-stakes public school context : an actor network theory investigation of the DAP vs. standards dilemma. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/61910

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation


Boston College

14. Terrell, Dianna Lynn Gahlsdorf. The Three-Legged Race: Exploring the Relationship between History and Social Studies Teaching and Standardized Tests.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2010, Boston College

 A healthy democratic society requires citizens with both the knowledge to understand the problems it faces and the dispositions to solve them. Yet recent studies… (more)

Subjects/Keywords: High School; High Stakes Tests; History; Secondary; Social Studies; Standardized Tests

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APA (6th Edition):

Terrell, D. L. G. (2010). The Three-Legged Race: Exploring the Relationship between History and Social Studies Teaching and Standardized Tests. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101352

Chicago Manual of Style (16th Edition):

Terrell, Dianna Lynn Gahlsdorf. “The Three-Legged Race: Exploring the Relationship between History and Social Studies Teaching and Standardized Tests.” 2010. Doctoral Dissertation, Boston College. Accessed May 25, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101352.

MLA Handbook (7th Edition):

Terrell, Dianna Lynn Gahlsdorf. “The Three-Legged Race: Exploring the Relationship between History and Social Studies Teaching and Standardized Tests.” 2010. Web. 25 May 2019.

Vancouver:

Terrell DLG. The Three-Legged Race: Exploring the Relationship between History and Social Studies Teaching and Standardized Tests. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2019 May 25]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101352.

Council of Science Editors:

Terrell DLG. The Three-Legged Race: Exploring the Relationship between History and Social Studies Teaching and Standardized Tests. [Doctoral Dissertation]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101352


Texas A&M University

15. Denny, III, Davis McCall. The impact of state-mandated standard-based.

Degree: 2009, Texas A&M University

 The purpose of this study was to assess the impact of the high-stakes standardized test movement in Texas secondary schools. The method to accomplish this… (more)

Subjects/Keywords: high-stakes tests; accountability; administrators perceptions of testing; testing in Texas; Texas Association of Secondary School Principals; supporters of high-stakes testing; critics of high-stakes testing

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

APA (6th Edition):

Denny, III, D. M. (2009). The impact of state-mandated standard-based. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3146

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Denny, III, Davis McCall. “The impact of state-mandated standard-based.” 2009. Thesis, Texas A&M University. Accessed May 25, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-3146.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Denny, III, Davis McCall. “The impact of state-mandated standard-based.” 2009. Web. 25 May 2019.

Vancouver:

Denny, III DM. The impact of state-mandated standard-based. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 May 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3146.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Denny, III DM. The impact of state-mandated standard-based. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3146

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Miami University

16. Haerr, Catherine. Teacher Narratives of Resistance: Maintaining Professional Autonomy within the (Curriculum and) Pedagogy of High-Stakes Testing.

Degree: PhD, Educational Leadership, 2012, Miami University

 This qualitative research project is a narrative case study. I construct a case study of multiple teachers who resist teaching to the test. I chose… (more)

Subjects/Keywords: Education; teacher narratives; high-stakes testing; pedagogy; curriculum

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APA (6th Edition):

Haerr, C. (2012). Teacher Narratives of Resistance: Maintaining Professional Autonomy within the (Curriculum and) Pedagogy of High-Stakes Testing. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1354218011

Chicago Manual of Style (16th Edition):

Haerr, Catherine. “Teacher Narratives of Resistance: Maintaining Professional Autonomy within the (Curriculum and) Pedagogy of High-Stakes Testing.” 2012. Doctoral Dissertation, Miami University. Accessed May 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1354218011.

MLA Handbook (7th Edition):

Haerr, Catherine. “Teacher Narratives of Resistance: Maintaining Professional Autonomy within the (Curriculum and) Pedagogy of High-Stakes Testing.” 2012. Web. 25 May 2019.

Vancouver:

Haerr C. Teacher Narratives of Resistance: Maintaining Professional Autonomy within the (Curriculum and) Pedagogy of High-Stakes Testing. [Internet] [Doctoral dissertation]. Miami University; 2012. [cited 2019 May 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1354218011.

Council of Science Editors:

Haerr C. Teacher Narratives of Resistance: Maintaining Professional Autonomy within the (Curriculum and) Pedagogy of High-Stakes Testing. [Doctoral Dissertation]. Miami University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1354218011


University of Alberta

17. Melnyk, Tracy. The English 30-1 Diploma Exam: Assessment practices and pedagogy.

Degree: MEd, Department of Secondary Education, 2012, University of Alberta

 Across the province of Alberta, in the January 2010 sitting of the Government mandated English Language Arts 30-1 diploma exam, the average grade for this… (more)

Subjects/Keywords: Diploma Exam; English language arts; High stakes testing

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

APA (6th Edition):

Melnyk, T. (2012). The English 30-1 Diploma Exam: Assessment practices and pedagogy. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/dr26xx448

Chicago Manual of Style (16th Edition):

Melnyk, Tracy. “The English 30-1 Diploma Exam: Assessment practices and pedagogy.” 2012. Masters Thesis, University of Alberta. Accessed May 25, 2019. https://era.library.ualberta.ca/files/dr26xx448.

MLA Handbook (7th Edition):

Melnyk, Tracy. “The English 30-1 Diploma Exam: Assessment practices and pedagogy.” 2012. Web. 25 May 2019.

Vancouver:

Melnyk T. The English 30-1 Diploma Exam: Assessment practices and pedagogy. [Internet] [Masters thesis]. University of Alberta; 2012. [cited 2019 May 25]. Available from: https://era.library.ualberta.ca/files/dr26xx448.

Council of Science Editors:

Melnyk T. The English 30-1 Diploma Exam: Assessment practices and pedagogy. [Masters Thesis]. University of Alberta; 2012. Available from: https://era.library.ualberta.ca/files/dr26xx448


Texas A&M University

18. Gallegos, Cristal I. An Investigation of Stress Experienced by the Novice Teacher.

Degree: 2015, Texas A&M University

 The research conducted during this study consisted of examining the stressors experienced by the novice-teacher. The purpose for conducting this study was to examine the… (more)

Subjects/Keywords: Stress; First-year teacher; stressors; novice teacher; high-stakes testing; autoethnography

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

APA (6th Edition):

Gallegos, C. I. (2015). An Investigation of Stress Experienced by the Novice Teacher. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/161247

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gallegos, Cristal I. “An Investigation of Stress Experienced by the Novice Teacher.” 2015. Thesis, Texas A&M University. Accessed May 25, 2019. http://hdl.handle.net/1969.1/161247.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gallegos, Cristal I. “An Investigation of Stress Experienced by the Novice Teacher.” 2015. Web. 25 May 2019.

Vancouver:

Gallegos CI. An Investigation of Stress Experienced by the Novice Teacher. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 May 25]. Available from: http://hdl.handle.net/1969.1/161247.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gallegos CI. An Investigation of Stress Experienced by the Novice Teacher. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/161247

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

19. Acosta, Sandra. High-Stakes Reading Assessment and English Oral Language Development: A Study of Third Grade English Language Learners in a Texas School District.

Degree: 2011, Texas A&M University

 The purpose of this study was to examine: (a) the methodological quality of current research on English Language Learners (ELL) in the areas of high-stakes(more)

Subjects/Keywords: English language learners; oral language; high-stakes testing

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APA (6th Edition):

Acosta, S. (2011). High-Stakes Reading Assessment and English Oral Language Development: A Study of Third Grade English Language Learners in a Texas School District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8043

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Acosta, Sandra. “High-Stakes Reading Assessment and English Oral Language Development: A Study of Third Grade English Language Learners in a Texas School District.” 2011. Thesis, Texas A&M University. Accessed May 25, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8043.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Acosta, Sandra. “High-Stakes Reading Assessment and English Oral Language Development: A Study of Third Grade English Language Learners in a Texas School District.” 2011. Web. 25 May 2019.

Vancouver:

Acosta S. High-Stakes Reading Assessment and English Oral Language Development: A Study of Third Grade English Language Learners in a Texas School District. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 May 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8043.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Acosta S. High-Stakes Reading Assessment and English Oral Language Development: A Study of Third Grade English Language Learners in a Texas School District. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8043

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Kansas

20. Ralston, Amie Beth. The Implications of NCLB for Gifted Education: One District's Story.

Degree: EdD, Educational Leadership and Policy Studies, 2013, University of Kansas

 ABSTRACT This dissertation addresses the question of what implications, if any, has implementing NCLB as mandated had on gifted students in one district. The purpose… (more)

Subjects/Keywords: Education; Gifted education; High-stakes testing; Narrowing curriculum

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

APA (6th Edition):

Ralston, A. B. (2013). The Implications of NCLB for Gifted Education: One District's Story. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15112

Chicago Manual of Style (16th Edition):

Ralston, Amie Beth. “The Implications of NCLB for Gifted Education: One District's Story.” 2013. Doctoral Dissertation, University of Kansas. Accessed May 25, 2019. http://hdl.handle.net/1808/15112.

MLA Handbook (7th Edition):

Ralston, Amie Beth. “The Implications of NCLB for Gifted Education: One District's Story.” 2013. Web. 25 May 2019.

Vancouver:

Ralston AB. The Implications of NCLB for Gifted Education: One District's Story. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2019 May 25]. Available from: http://hdl.handle.net/1808/15112.

Council of Science Editors:

Ralston AB. The Implications of NCLB for Gifted Education: One District's Story. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15112


California State University – Sacramento

21. Petty, Kyle S. From rigor to ruin: writing mandates and the miseducation of a community.

Degree: MA, English (Composition, 2011, California State University – Sacramento

 The writer examines his school district???s implementation of a high-stakes writing curriculum that uses rubric assessment of mandated essays to justify English course completion. The… (more)

Subjects/Keywords: High-stakes writing assessment; Mandated writing curriculum; Rubric assessment

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APA (6th Edition):

Petty, K. S. (2011). From rigor to ruin: writing mandates and the miseducation of a community. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1158

Chicago Manual of Style (16th Edition):

Petty, Kyle S. “From rigor to ruin: writing mandates and the miseducation of a community.” 2011. Masters Thesis, California State University – Sacramento. Accessed May 25, 2019. http://hdl.handle.net/10211.9/1158.

MLA Handbook (7th Edition):

Petty, Kyle S. “From rigor to ruin: writing mandates and the miseducation of a community.” 2011. Web. 25 May 2019.

Vancouver:

Petty KS. From rigor to ruin: writing mandates and the miseducation of a community. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2019 May 25]. Available from: http://hdl.handle.net/10211.9/1158.

Council of Science Editors:

Petty KS. From rigor to ruin: writing mandates and the miseducation of a community. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1158


University of Louisville

22. Raney, Michael. Knowledge of algebra for teaching quadratic equations : the impact of knowledge dimensions on planning and pedagogical strategies.

Degree: PhD, 2016, University of Louisville

  Planning and presenting meaningful instruction in the mathematics classroom is a demanding task requiring mental flexibility as well as a solid foundation in relevant… (more)

Subjects/Keywords: KAT; teaching knowledge; high-stakes testing; bridging; trimming; decompressing; Education

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

APA (6th Edition):

Raney, M. (2016). Knowledge of algebra for teaching quadratic equations : the impact of knowledge dimensions on planning and pedagogical strategies. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2563 ; https://ir.library.louisville.edu/etd/2563

Chicago Manual of Style (16th Edition):

Raney, Michael. “Knowledge of algebra for teaching quadratic equations : the impact of knowledge dimensions on planning and pedagogical strategies.” 2016. Doctoral Dissertation, University of Louisville. Accessed May 25, 2019. 10.18297/etd/2563 ; https://ir.library.louisville.edu/etd/2563.

MLA Handbook (7th Edition):

Raney, Michael. “Knowledge of algebra for teaching quadratic equations : the impact of knowledge dimensions on planning and pedagogical strategies.” 2016. Web. 25 May 2019.

Vancouver:

Raney M. Knowledge of algebra for teaching quadratic equations : the impact of knowledge dimensions on planning and pedagogical strategies. [Internet] [Doctoral dissertation]. University of Louisville; 2016. [cited 2019 May 25]. Available from: 10.18297/etd/2563 ; https://ir.library.louisville.edu/etd/2563.

Council of Science Editors:

Raney M. Knowledge of algebra for teaching quadratic equations : the impact of knowledge dimensions on planning and pedagogical strategies. [Doctoral Dissertation]. University of Louisville; 2016. Available from: 10.18297/etd/2563 ; https://ir.library.louisville.edu/etd/2563


University of Tasmania

23. Johnson, LM. When system demands meet site realities in high-stakes literacy testing :aA Tasmanian education case study.

Degree: 2011, University of Tasmania

 Literacy testing is regarded as high and ever-increasing stakes, in Australia and beyond. The value and validity of testing and the tests themselves, uses made… (more)

Subjects/Keywords: teachers' administration of standardised/ high stakes literacy tests

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APA (6th Edition):

Johnson, L. (2011). When system demands meet site realities in high-stakes literacy testing :aA Tasmanian education case study. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/11728/1/Lauren_Johnson_PhD_Thesis_July_2011.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Johnson, LM. “When system demands meet site realities in high-stakes literacy testing :aA Tasmanian education case study.” 2011. Thesis, University of Tasmania. Accessed May 25, 2019. https://eprints.utas.edu.au/11728/1/Lauren_Johnson_PhD_Thesis_July_2011.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Johnson, LM. “When system demands meet site realities in high-stakes literacy testing :aA Tasmanian education case study.” 2011. Web. 25 May 2019.

Vancouver:

Johnson L. When system demands meet site realities in high-stakes literacy testing :aA Tasmanian education case study. [Internet] [Thesis]. University of Tasmania; 2011. [cited 2019 May 25]. Available from: https://eprints.utas.edu.au/11728/1/Lauren_Johnson_PhD_Thesis_July_2011.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Johnson L. When system demands meet site realities in high-stakes literacy testing :aA Tasmanian education case study. [Thesis]. University of Tasmania; 2011. Available from: https://eprints.utas.edu.au/11728/1/Lauren_Johnson_PhD_Thesis_July_2011.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Louisiana State University

24. Henderson, Marie Young. Predicting performance on high stakes testing: validity and accuracy of curriculum-based measurement of reading and writing.

Degree: PhD, Psychology, 2009, Louisiana State University

 The purpose of the current investigation was to determine which curriculum-based measures of written expression demonstrated adequate technical characteristics and provided useful information towards predicting… (more)

Subjects/Keywords: Curriculum-Based Measurement; high stakes testing; writing; reading; CBM

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APA (6th Edition):

Henderson, M. Y. (2009). Predicting performance on high stakes testing: validity and accuracy of curriculum-based measurement of reading and writing. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07032009-143701 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2067

Chicago Manual of Style (16th Edition):

Henderson, Marie Young. “Predicting performance on high stakes testing: validity and accuracy of curriculum-based measurement of reading and writing.” 2009. Doctoral Dissertation, Louisiana State University. Accessed May 25, 2019. etd-07032009-143701 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2067.

MLA Handbook (7th Edition):

Henderson, Marie Young. “Predicting performance on high stakes testing: validity and accuracy of curriculum-based measurement of reading and writing.” 2009. Web. 25 May 2019.

Vancouver:

Henderson MY. Predicting performance on high stakes testing: validity and accuracy of curriculum-based measurement of reading and writing. [Internet] [Doctoral dissertation]. Louisiana State University; 2009. [cited 2019 May 25]. Available from: etd-07032009-143701 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2067.

Council of Science Editors:

Henderson MY. Predicting performance on high stakes testing: validity and accuracy of curriculum-based measurement of reading and writing. [Doctoral Dissertation]. Louisiana State University; 2009. Available from: etd-07032009-143701 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2067


University of California – Riverside

25. Dela Victoria, Leigh McNeill. Exploring the Nature of Teacher Professionalism in an Era of High-Stakes Accountability.

Degree: Education, 2014, University of California – Riverside

 According to existing research, teacher professionalism has been severely compromised during this most recent era of high stakes accountability in education. Studies have shown a… (more)

Subjects/Keywords: Education; accountability; high-stakes; professionalism; teacher; teaching; testing

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APA (6th Edition):

Dela Victoria, L. M. (2014). Exploring the Nature of Teacher Professionalism in an Era of High-Stakes Accountability. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/6d6886d2

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dela Victoria, Leigh McNeill. “Exploring the Nature of Teacher Professionalism in an Era of High-Stakes Accountability.” 2014. Thesis, University of California – Riverside. Accessed May 25, 2019. http://www.escholarship.org/uc/item/6d6886d2.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dela Victoria, Leigh McNeill. “Exploring the Nature of Teacher Professionalism in an Era of High-Stakes Accountability.” 2014. Web. 25 May 2019.

Vancouver:

Dela Victoria LM. Exploring the Nature of Teacher Professionalism in an Era of High-Stakes Accountability. [Internet] [Thesis]. University of California – Riverside; 2014. [cited 2019 May 25]. Available from: http://www.escholarship.org/uc/item/6d6886d2.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dela Victoria LM. Exploring the Nature of Teacher Professionalism in an Era of High-Stakes Accountability. [Thesis]. University of California – Riverside; 2014. Available from: http://www.escholarship.org/uc/item/6d6886d2

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


UCLA

26. Lee, Alice Tae. Exploring Lesson Study as an Improvement Strategy at a High-Stakes Accountability School.

Degree: Education, 2012, UCLA

 This study addressed the problem of chronic low student achievement in language arts at a Program Improvement 5+ school by implementing two cycles of facilitated… (more)

Subjects/Keywords: Education; Facilitation; High-stakes; Lesson study; Professional development

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APA (6th Edition):

Lee, A. T. (2012). Exploring Lesson Study as an Improvement Strategy at a High-Stakes Accountability School. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/8246b33d

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lee, Alice Tae. “Exploring Lesson Study as an Improvement Strategy at a High-Stakes Accountability School.” 2012. Thesis, UCLA. Accessed May 25, 2019. http://www.escholarship.org/uc/item/8246b33d.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lee, Alice Tae. “Exploring Lesson Study as an Improvement Strategy at a High-Stakes Accountability School.” 2012. Web. 25 May 2019.

Vancouver:

Lee AT. Exploring Lesson Study as an Improvement Strategy at a High-Stakes Accountability School. [Internet] [Thesis]. UCLA; 2012. [cited 2019 May 25]. Available from: http://www.escholarship.org/uc/item/8246b33d.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lee AT. Exploring Lesson Study as an Improvement Strategy at a High-Stakes Accountability School. [Thesis]. UCLA; 2012. Available from: http://www.escholarship.org/uc/item/8246b33d

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Georgia Southern University

27. Brown, Doriastino Cheely. A Georgia's School Districts Grades 3-5 Teachers' and Principals' Perceptions Regarding On-Line Georgia Milestones Testing.

Degree: Doctor of Education in Educational Leadership (EdD), Department of Leadership, Technology, and Human Development, 2018, Georgia Southern University

  Georgia Milestones, High stakes testing, On-line testing grades 3 – 5 teachers’ and administrators’ perceptions of online Georgia Milestones testing on (a) curriculum, (b)… (more)

Subjects/Keywords: Georgia Milestones; High stakes testing; On-line testing; Education

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APA (6th Edition):

Brown, D. C. (2018). A Georgia's School Districts Grades 3-5 Teachers' and Principals' Perceptions Regarding On-Line Georgia Milestones Testing. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1813

Chicago Manual of Style (16th Edition):

Brown, Doriastino Cheely. “A Georgia's School Districts Grades 3-5 Teachers' and Principals' Perceptions Regarding On-Line Georgia Milestones Testing.” 2018. Doctoral Dissertation, Georgia Southern University. Accessed May 25, 2019. https://digitalcommons.georgiasouthern.edu/etd/1813.

MLA Handbook (7th Edition):

Brown, Doriastino Cheely. “A Georgia's School Districts Grades 3-5 Teachers' and Principals' Perceptions Regarding On-Line Georgia Milestones Testing.” 2018. Web. 25 May 2019.

Vancouver:

Brown DC. A Georgia's School Districts Grades 3-5 Teachers' and Principals' Perceptions Regarding On-Line Georgia Milestones Testing. [Internet] [Doctoral dissertation]. Georgia Southern University; 2018. [cited 2019 May 25]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1813.

Council of Science Editors:

Brown DC. A Georgia's School Districts Grades 3-5 Teachers' and Principals' Perceptions Regarding On-Line Georgia Milestones Testing. [Doctoral Dissertation]. Georgia Southern University; 2018. Available from: https://digitalcommons.georgiasouthern.edu/etd/1813


University of Tennessee – Knoxville

28. Franklin, Trisha Danielle. Predicting Academic Performance on High-Stakes Tests: Development of the Brief Behavior, Academic, and Social Screener (B-BASS).

Degree: 2017, University of Tennessee – Knoxville

 In order to develop the Brief Behavior, Academic, and Social Screener (B-BASS), an experimental measure for identifying students at risk for academic underachievement and for… (more)

Subjects/Keywords: screening; assessment; high-stakes testing; response to intervention; School Psychology

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APA (6th Edition):

Franklin, T. D. (2017). Predicting Academic Performance on High-Stakes Tests: Development of the Brief Behavior, Academic, and Social Screener (B-BASS). (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/4621

Chicago Manual of Style (16th Edition):

Franklin, Trisha Danielle. “Predicting Academic Performance on High-Stakes Tests: Development of the Brief Behavior, Academic, and Social Screener (B-BASS).” 2017. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed May 25, 2019. https://trace.tennessee.edu/utk_graddiss/4621.

MLA Handbook (7th Edition):

Franklin, Trisha Danielle. “Predicting Academic Performance on High-Stakes Tests: Development of the Brief Behavior, Academic, and Social Screener (B-BASS).” 2017. Web. 25 May 2019.

Vancouver:

Franklin TD. Predicting Academic Performance on High-Stakes Tests: Development of the Brief Behavior, Academic, and Social Screener (B-BASS). [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2017. [cited 2019 May 25]. Available from: https://trace.tennessee.edu/utk_graddiss/4621.

Council of Science Editors:

Franklin TD. Predicting Academic Performance on High-Stakes Tests: Development of the Brief Behavior, Academic, and Social Screener (B-BASS). [Doctoral Dissertation]. University of Tennessee – Knoxville; 2017. Available from: https://trace.tennessee.edu/utk_graddiss/4621

29. Burnitt, Michael Thomas. Primary Headteachers: Perceptions on Standards, Accountability and School Context.

Degree: 2016, University of Manchester

 AbstractThe University of ManchesterMichael BurnittDoctor of EducationPrimary Headteachers: Perceptions on Standards, Accountability and School ContextAugust 2016The continuing improvement in standards and the associated direct school… (more)

Subjects/Keywords: Headteachers; accountability; High Stakes Testing; standards; performativity; context

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

APA (6th Edition):

Burnitt, M. T. (2016). Primary Headteachers: Perceptions on Standards, Accountability and School Context. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305336

Chicago Manual of Style (16th Edition):

Burnitt, Michael Thomas. “Primary Headteachers: Perceptions on Standards, Accountability and School Context.” 2016. Doctoral Dissertation, University of Manchester. Accessed May 25, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305336.

MLA Handbook (7th Edition):

Burnitt, Michael Thomas. “Primary Headteachers: Perceptions on Standards, Accountability and School Context.” 2016. Web. 25 May 2019.

Vancouver:

Burnitt MT. Primary Headteachers: Perceptions on Standards, Accountability and School Context. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2019 May 25]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305336.

Council of Science Editors:

Burnitt MT. Primary Headteachers: Perceptions on Standards, Accountability and School Context. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305336


University of the Western Cape

30. Lumbala, Paul Desire Mutombo. Investigation of learners’ ways of working with algebraic graphs in high-stakes mathematics examinations .

Degree: 2015, University of the Western Cape

 Algebraic graphs are a difficult topic for most secondary school mathematics learners. My experience as a Mathematics teacher in the Further Education and Training Phase… (more)

Subjects/Keywords: Ways of working; Algebraic graphs; High stakes examinations

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

APA (6th Edition):

Lumbala, P. D. M. (2015). Investigation of learners’ ways of working with algebraic graphs in high-stakes mathematics examinations . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4941

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lumbala, Paul Desire Mutombo. “Investigation of learners’ ways of working with algebraic graphs in high-stakes mathematics examinations .” 2015. Thesis, University of the Western Cape. Accessed May 25, 2019. http://hdl.handle.net/11394/4941.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lumbala, Paul Desire Mutombo. “Investigation of learners’ ways of working with algebraic graphs in high-stakes mathematics examinations .” 2015. Web. 25 May 2019.

Vancouver:

Lumbala PDM. Investigation of learners’ ways of working with algebraic graphs in high-stakes mathematics examinations . [Internet] [Thesis]. University of the Western Cape; 2015. [cited 2019 May 25]. Available from: http://hdl.handle.net/11394/4941.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lumbala PDM. Investigation of learners’ ways of working with algebraic graphs in high-stakes mathematics examinations . [Thesis]. University of the Western Cape; 2015. Available from: http://hdl.handle.net/11394/4941

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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