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You searched for subject:(Standardized testing). Showing records 1 – 30 of 127 total matches.

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University of North Texas

1. Lovoll, Andrea K. "Where Do We Go From Here?" Teaching a Generation of Nclb Students in College Classrooms.

Degree: 2013, University of North Texas

 Since the passing of No Child Left Behind Act in 2001, the United States' secondary education system has undergone significant changes. In this study, I… (more)

Subjects/Keywords: NCLB; Forum Theatre; standardized testing

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APA (6th Edition):

Lovoll, A. K. (2013). "Where Do We Go From Here?" Teaching a Generation of Nclb Students in College Classrooms. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271859/

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):

Lovoll, Andrea K. “"Where Do We Go From Here?" Teaching a Generation of Nclb Students in College Classrooms.” 2013. Thesis, University of North Texas. Accessed May 24, 2018. https://digital.library.unt.edu/ark:/67531/metadc271859/.

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

MLA Handbook (7th Edition):

Lovoll, Andrea K. “"Where Do We Go From Here?" Teaching a Generation of Nclb Students in College Classrooms.” 2013. Web. 24 May 2018.

Vancouver:

Lovoll AK. "Where Do We Go From Here?" Teaching a Generation of Nclb Students in College Classrooms. [Internet] [Thesis]. University of North Texas; 2013. [cited 2018 May 24]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271859/.

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

Council of Science Editors:

Lovoll AK. "Where Do We Go From Here?" Teaching a Generation of Nclb Students in College Classrooms. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271859/

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


Texas Tech University

2. Holt, Latasha. Teacher and student perceptions of stress-reduction strategies on standardized tests.

Degree: 2016, Texas Tech University

 Increased stress with students and teachers inside of today’s classroom is an issue that is progressively growing. America is in a transitional time period, in… (more)

Subjects/Keywords: standardized testing; embodiment; technology-based standardized testing; Common Core State Standards

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APA (6th Edition):

Holt, L. (2016). Teacher and student perceptions of stress-reduction strategies on standardized tests. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/68043

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):

Holt, Latasha. “Teacher and student perceptions of stress-reduction strategies on standardized tests.” 2016. Thesis, Texas Tech University. Accessed May 24, 2018. http://hdl.handle.net/2346/68043.

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

MLA Handbook (7th Edition):

Holt, Latasha. “Teacher and student perceptions of stress-reduction strategies on standardized tests.” 2016. Web. 24 May 2018.

Vancouver:

Holt L. Teacher and student perceptions of stress-reduction strategies on standardized tests. [Internet] [Thesis]. Texas Tech University; 2016. [cited 2018 May 24]. Available from: http://hdl.handle.net/2346/68043.

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

Council of Science Editors:

Holt L. Teacher and student perceptions of stress-reduction strategies on standardized tests. [Thesis]. Texas Tech University; 2016. Available from: http://hdl.handle.net/2346/68043

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


Brigham Young University

3. Jensen, Joseph. Understanding Author Academic Disciplinary Background to Direct A More Effective Use of Standardized Testing Within the School Community.

Degree: EdD, 2016, Brigham Young University

 Since the days of Horace Mann, standardized testing has been used as a control mechanism by policy makers to determine who makes decisions about what… (more)

Subjects/Keywords: standardized testing; accountability; educational leadership; Educational Leadership

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APA (6th Edition):

Jensen, J. (2016). Understanding Author Academic Disciplinary Background to Direct A More Effective Use of Standardized Testing Within the School Community. (Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/etd/6448

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):

Jensen, Joseph. “Understanding Author Academic Disciplinary Background to Direct A More Effective Use of Standardized Testing Within the School Community.” 2016. Thesis, Brigham Young University. Accessed May 24, 2018. https://scholarsarchive.byu.edu/etd/6448.

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

MLA Handbook (7th Edition):

Jensen, Joseph. “Understanding Author Academic Disciplinary Background to Direct A More Effective Use of Standardized Testing Within the School Community.” 2016. Web. 24 May 2018.

Vancouver:

Jensen J. Understanding Author Academic Disciplinary Background to Direct A More Effective Use of Standardized Testing Within the School Community. [Internet] [Thesis]. Brigham Young University; 2016. [cited 2018 May 24]. Available from: https://scholarsarchive.byu.edu/etd/6448.

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

Council of Science Editors:

Jensen J. Understanding Author Academic Disciplinary Background to Direct A More Effective Use of Standardized Testing Within the School Community. [Thesis]. Brigham Young University; 2016. Available from: https://scholarsarchive.byu.edu/etd/6448

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


California State University – Chico

4. Shively, William F. The kid in the canoe: finding attachment in a test-taking world .

Degree: 2018, California State University – Chico

 I came into education in a time when accountability systems went from minimal standardized testing, to a culture dominated by standardized testing and the sanctions… (more)

Subjects/Keywords: Standardized testing; Educational innovation; Teacher-student relationships

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APA (6th Edition):

Shively, W. F. (2018). The kid in the canoe: finding attachment in a test-taking world . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.3/200282

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):

Shively, William F. “The kid in the canoe: finding attachment in a test-taking world .” 2018. Thesis, California State University – Chico. Accessed May 24, 2018. http://hdl.handle.net/10211.3/200282.

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

MLA Handbook (7th Edition):

Shively, William F. “The kid in the canoe: finding attachment in a test-taking world .” 2018. Web. 24 May 2018.

Vancouver:

Shively WF. The kid in the canoe: finding attachment in a test-taking world . [Internet] [Thesis]. California State University – Chico; 2018. [cited 2018 May 24]. Available from: http://hdl.handle.net/10211.3/200282.

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

Council of Science Editors:

Shively WF. The kid in the canoe: finding attachment in a test-taking world . [Thesis]. California State University – Chico; 2018. Available from: http://hdl.handle.net/10211.3/200282

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


Duquesne University

5. Dawson, Gary. Impact of Preschool Education on the Academic Achievement of Low Socio-Economic Status Elementary Students.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2013, Duquesne University

 The purpose of this study was to determine if attending a four-year-old preschool program had an impact on the academic achievement of elementary age students.… (more)

Subjects/Keywords: Pre-K; Preschool; PSSA; Standardized Testing

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APA (6th Edition):

Dawson, G. (2013). Impact of Preschool Education on the Academic Achievement of Low Socio-Economic Status Elementary Students. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/465

Chicago Manual of Style (16th Edition):

Dawson, Gary. “Impact of Preschool Education on the Academic Achievement of Low Socio-Economic Status Elementary Students.” 2013. Doctoral Dissertation, Duquesne University. Accessed May 24, 2018. https://dsc.duq.edu/etd/465.

MLA Handbook (7th Edition):

Dawson, Gary. “Impact of Preschool Education on the Academic Achievement of Low Socio-Economic Status Elementary Students.” 2013. Web. 24 May 2018.

Vancouver:

Dawson G. Impact of Preschool Education on the Academic Achievement of Low Socio-Economic Status Elementary Students. [Internet] [Doctoral dissertation]. Duquesne University; 2013. [cited 2018 May 24]. Available from: https://dsc.duq.edu/etd/465.

Council of Science Editors:

Dawson G. Impact of Preschool Education on the Academic Achievement of Low Socio-Economic Status Elementary Students. [Doctoral Dissertation]. Duquesne University; 2013. Available from: https://dsc.duq.edu/etd/465


Loyola University Chicago

6. 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 24, 2018. 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. 24 May 2018.

Vancouver:

Cechowski JM. High-Stakes Testing: The Student Voice. [Internet] [Thesis]. Loyola University Chicago; 2014. [cited 2018 May 24]. 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


Brigham Young University

7. Egbert, Derek W. Testing Guidelines for New Product Development.

Degree: MS, 2010, Brigham Young University

  While many literary sources outline the product development process, few make mention of the prototyping and testing stage. This thesis suggests that because of… (more)

Subjects/Keywords: Product Development; standardized testing; in-use testing; prototyping; Manufacturing

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APA (6th Edition):

Egbert, D. W. (2010). Testing Guidelines for New Product Development. (Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/etd/2529

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):

Egbert, Derek W. “Testing Guidelines for New Product Development.” 2010. Thesis, Brigham Young University. Accessed May 24, 2018. https://scholarsarchive.byu.edu/etd/2529.

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

MLA Handbook (7th Edition):

Egbert, Derek W. “Testing Guidelines for New Product Development.” 2010. Web. 24 May 2018.

Vancouver:

Egbert DW. Testing Guidelines for New Product Development. [Internet] [Thesis]. Brigham Young University; 2010. [cited 2018 May 24]. Available from: https://scholarsarchive.byu.edu/etd/2529.

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

Council of Science Editors:

Egbert DW. Testing Guidelines for New Product Development. [Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/etd/2529

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

8. Linden, Nancy Ellen 1965-. COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS.

Degree: Curriculum and Instruction, 2013, University of Houston

 This Differential Distractor Functioning (DDF) study involved 855,023 regular education students in Grades 3, 6, and 11 in Texas. Percentage dispersion anomalies were identified in… (more)

Subjects/Keywords: Assessment; Reading Comprehension; Testing; Standardized Testing; Incorrect Answer Options; Professional leadership

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APA (6th Edition):

Linden, N. E. 1. (2013). COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1032

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):

Linden, Nancy Ellen 1965-. “COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS.” 2013. Thesis, University of Houston. Accessed May 24, 2018. http://hdl.handle.net/10657/1032.

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

MLA Handbook (7th Edition):

Linden, Nancy Ellen 1965-. “COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS.” 2013. Web. 24 May 2018.

Vancouver:

Linden NE1. COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS. [Internet] [Thesis]. University of Houston; 2013. [cited 2018 May 24]. Available from: http://hdl.handle.net/10657/1032.

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

Council of Science Editors:

Linden NE1. COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1032

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


East Tennessee State University

9. Hodges, Candace D. TCAP and Scantron Achievement Series Reading Tests: Comparison and Uses in a Tennessee School System.

Degree: EdD (Doctor of Education), Educational Leadership, 2014, East Tennessee State University

  The purpose of this study was to examine the degree of correlation between the Scantron Achievement Series (SAS) benchmark assessment in reading and the… (more)

Subjects/Keywords: Benchmark Testing; TCAP; Assessment; Standardized Testing; NCLB; Educational Leadership

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APA (6th Edition):

Hodges, C. D. (2014). TCAP and Scantron Achievement Series Reading Tests: Comparison and Uses in a Tennessee School System. (Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2431

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):

Hodges, Candace D. “TCAP and Scantron Achievement Series Reading Tests: Comparison and Uses in a Tennessee School System.” 2014. Thesis, East Tennessee State University. Accessed May 24, 2018. https://dc.etsu.edu/etd/2431.

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

MLA Handbook (7th Edition):

Hodges, Candace D. “TCAP and Scantron Achievement Series Reading Tests: Comparison and Uses in a Tennessee School System.” 2014. Web. 24 May 2018.

Vancouver:

Hodges CD. TCAP and Scantron Achievement Series Reading Tests: Comparison and Uses in a Tennessee School System. [Internet] [Thesis]. East Tennessee State University; 2014. [cited 2018 May 24]. Available from: https://dc.etsu.edu/etd/2431.

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

Council of Science Editors:

Hodges CD. TCAP and Scantron Achievement Series Reading Tests: Comparison and Uses in a Tennessee School System. [Thesis]. East Tennessee State University; 2014. Available from: https://dc.etsu.edu/etd/2431

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


Mississippi State University

10. Curry, Alicia Lenise. THE RELATIONSHIP BETWEEN DIBELS ORAL READING FLUENCY SCORES AND READING SCORES ON HIGH-STAKES ASSESSMENTS.

Degree: PhD, Education, College of, 2011, Mississippi State University

  Early identification of children with reading problems is a vital element of academic success at all grade levels. Thus, it is crucial that educators… (more)

Subjects/Keywords: high-stakes testing; DIBELS; reading; ARMT; SAT; standardized testing

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APA (6th Edition):

Curry, A. L. (2011). THE RELATIONSHIP BETWEEN DIBELS ORAL READING FLUENCY SCORES AND READING SCORES ON HIGH-STAKES ASSESSMENTS. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03312011-113726/ ;

Chicago Manual of Style (16th Edition):

Curry, Alicia Lenise. “THE RELATIONSHIP BETWEEN DIBELS ORAL READING FLUENCY SCORES AND READING SCORES ON HIGH-STAKES ASSESSMENTS.” 2011. Doctoral Dissertation, Mississippi State University. Accessed May 24, 2018. http://sun.library.msstate.edu/ETD-db/theses/available/etd-03312011-113726/ ;.

MLA Handbook (7th Edition):

Curry, Alicia Lenise. “THE RELATIONSHIP BETWEEN DIBELS ORAL READING FLUENCY SCORES AND READING SCORES ON HIGH-STAKES ASSESSMENTS.” 2011. Web. 24 May 2018.

Vancouver:

Curry AL. THE RELATIONSHIP BETWEEN DIBELS ORAL READING FLUENCY SCORES AND READING SCORES ON HIGH-STAKES ASSESSMENTS. [Internet] [Doctoral dissertation]. Mississippi State University; 2011. [cited 2018 May 24]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03312011-113726/ ;.

Council of Science Editors:

Curry AL. THE RELATIONSHIP BETWEEN DIBELS ORAL READING FLUENCY SCORES AND READING SCORES ON HIGH-STAKES ASSESSMENTS. [Doctoral Dissertation]. Mississippi State University; 2011. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03312011-113726/ ;


University of Connecticut

11. Jara, Sabrina E. The Effect of Test Revision: Comparing the Performance of Preschool Children with SLI and Typical Controls on the PPVT-III and the PPVT-IV.

Degree: MA, Communication Science, 2011, University of Connecticut

  Purpose: This study compared the performance of preschool children with SLI and controls on the PPVT-III and PPVT-IV to determine the effect of test… (more)

Subjects/Keywords: speech pathology; receptive vocabulary; standardized testing; specific language impairment

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APA (6th Edition):

Jara, S. E. (2011). The Effect of Test Revision: Comparing the Performance of Preschool Children with SLI and Typical Controls on the PPVT-III and the PPVT-IV. (Masters Thesis). University of Connecticut. Retrieved from http://opencommons.uconn.edu/gs_theses/89

Chicago Manual of Style (16th Edition):

Jara, Sabrina E. “The Effect of Test Revision: Comparing the Performance of Preschool Children with SLI and Typical Controls on the PPVT-III and the PPVT-IV.” 2011. Masters Thesis, University of Connecticut. Accessed May 24, 2018. http://opencommons.uconn.edu/gs_theses/89.

MLA Handbook (7th Edition):

Jara, Sabrina E. “The Effect of Test Revision: Comparing the Performance of Preschool Children with SLI and Typical Controls on the PPVT-III and the PPVT-IV.” 2011. Web. 24 May 2018.

Vancouver:

Jara SE. The Effect of Test Revision: Comparing the Performance of Preschool Children with SLI and Typical Controls on the PPVT-III and the PPVT-IV. [Internet] [Masters thesis]. University of Connecticut; 2011. [cited 2018 May 24]. Available from: http://opencommons.uconn.edu/gs_theses/89.

Council of Science Editors:

Jara SE. The Effect of Test Revision: Comparing the Performance of Preschool Children with SLI and Typical Controls on the PPVT-III and the PPVT-IV. [Masters Thesis]. University of Connecticut; 2011. Available from: http://opencommons.uconn.edu/gs_theses/89


University of Kansas

12. Klager, Christopher. Teacher Attitudes About Standardized Testing and Test Preparation: A Case Study.

Degree: M.S.Ed., Curriculum and Teaching, 2013, University of Kansas

 This study looks at how science teachers' attitudes about standardized testing affect the types of test preparation practice they choose. Interviews, both before and after… (more)

Subjects/Keywords: Science education; Standardized testing; Teacher attitudes; Test preparation

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APA (6th Edition):

Klager, C. (2013). Teacher Attitudes About Standardized Testing and Test Preparation: A Case Study. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/15091

Chicago Manual of Style (16th Edition):

Klager, Christopher. “Teacher Attitudes About Standardized Testing and Test Preparation: A Case Study.” 2013. Masters Thesis, University of Kansas. Accessed May 24, 2018. http://hdl.handle.net/1808/15091.

MLA Handbook (7th Edition):

Klager, Christopher. “Teacher Attitudes About Standardized Testing and Test Preparation: A Case Study.” 2013. Web. 24 May 2018.

Vancouver:

Klager C. Teacher Attitudes About Standardized Testing and Test Preparation: A Case Study. [Internet] [Masters thesis]. University of Kansas; 2013. [cited 2018 May 24]. Available from: http://hdl.handle.net/1808/15091.

Council of Science Editors:

Klager C. Teacher Attitudes About Standardized Testing and Test Preparation: A Case Study. [Masters Thesis]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15091


California State University – Sacramento

13. Moraes, Rachel M. Walmer. A pedagogy of respect and a search for democracy: equalizing California's educational system.

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

Standardized testing is at an all time high and continues to grow in California???s elementary and secondary schools and has given rise to a very… (more)

Subjects/Keywords: No Child Left Behind; CELDT; CAHSEE; CST; Standardized testing; Portfolio assessment

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APA (6th Edition):

Moraes, R. M. W. (2011). A pedagogy of respect and a search for democracy: equalizing California's educational system. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/866

Chicago Manual of Style (16th Edition):

Moraes, Rachel M Walmer. “A pedagogy of respect and a search for democracy: equalizing California's educational system.” 2011. Masters Thesis, California State University – Sacramento. Accessed May 24, 2018. http://hdl.handle.net/10211.9/866.

MLA Handbook (7th Edition):

Moraes, Rachel M Walmer. “A pedagogy of respect and a search for democracy: equalizing California's educational system.” 2011. Web. 24 May 2018.

Vancouver:

Moraes RMW. A pedagogy of respect and a search for democracy: equalizing California's educational system. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2018 May 24]. Available from: http://hdl.handle.net/10211.9/866.

Council of Science Editors:

Moraes RMW. A pedagogy of respect and a search for democracy: equalizing California's educational system. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/866


California State University – Sacramento

14. Godinez, Sonya M. Cases from California: is No Child Left Behind creating equality in education?.

Degree: MA, Education (Curriculum and Instruction, 2010, California State University – Sacramento

 The project was an alternative culminating experience for a Master of Arts in Education: Curriculum and Instruction with an Elective Emphasis on the Arts in… (more)

Subjects/Keywords: Equity; Art education; Narrowing of curriculum; Standardized testing

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APA (6th Edition):

Godinez, S. M. (2010). Cases from California: is No Child Left Behind creating equality in education?. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/625

Chicago Manual of Style (16th Edition):

Godinez, Sonya M. “Cases from California: is No Child Left Behind creating equality in education?.” 2010. Masters Thesis, California State University – Sacramento. Accessed May 24, 2018. http://hdl.handle.net/10211.9/625.

MLA Handbook (7th Edition):

Godinez, Sonya M. “Cases from California: is No Child Left Behind creating equality in education?.” 2010. Web. 24 May 2018.

Vancouver:

Godinez SM. Cases from California: is No Child Left Behind creating equality in education?. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2018 May 24]. Available from: http://hdl.handle.net/10211.9/625.

Council of Science Editors:

Godinez SM. Cases from California: is No Child Left Behind creating equality in education?. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/625

15. Wilson, Edwin James. A comparison of the results of standardized tests administered over the public address system and by the classroom teacher.

Degree: 2015, California State University – Sacramento

 For many years the practice or administering standardized tests has played a very important role in the varied phases of curriculum planning in our public… (more)

Subjects/Keywords: Standardized testing; Curriculum planning

…Since it was necessary to coordinate this comparative study with the testing program already… …simultaneously over the public address system with the testing director reading the instructions. Two… …assistance to their classes. The testing results obtained from this group were considered the… …These students were tested directly in their individual classrooms by the director of testing… …students and the total testing time for all groups was approximately twelve hours. The results… 

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

APA (6th Edition):

Wilson, E. J. (2015). A comparison of the results of standardized tests administered over the public address system and by the classroom teacher. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/135022

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):

Wilson, Edwin James. “A comparison of the results of standardized tests administered over the public address system and by the classroom teacher.” 2015. Thesis, California State University – Sacramento. Accessed May 24, 2018. http://hdl.handle.net/10211.3/135022.

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

MLA Handbook (7th Edition):

Wilson, Edwin James. “A comparison of the results of standardized tests administered over the public address system and by the classroom teacher.” 2015. Web. 24 May 2018.

Vancouver:

Wilson EJ. A comparison of the results of standardized tests administered over the public address system and by the classroom teacher. [Internet] [Thesis]. California State University – Sacramento; 2015. [cited 2018 May 24]. Available from: http://hdl.handle.net/10211.3/135022.

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

Council of Science Editors:

Wilson EJ. A comparison of the results of standardized tests administered over the public address system and by the classroom teacher. [Thesis]. California State University – Sacramento; 2015. Available from: http://hdl.handle.net/10211.3/135022

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


Brigham Young University

16. Mason, David L. Improving Undergraduate Education in Psychology Using an End-of-Major Standardized Assessment and a Teaching Resources Wiki.

Degree: MS, 2010, Brigham Young University

 Traditionally, appeals for improving the teaching of psychology at the post-secondary level have focused on increasing teacher training and motivation. However, wide-scale success may be… (more)

Subjects/Keywords: teaching psychology; undergraduate education; standardized testing; wiki; Psychology

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APA (6th Edition):

Mason, D. L. (2010). Improving Undergraduate Education in Psychology Using an End-of-Major Standardized Assessment and a Teaching Resources Wiki. (Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/etd/2587

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):

Mason, David L. “Improving Undergraduate Education in Psychology Using an End-of-Major Standardized Assessment and a Teaching Resources Wiki.” 2010. Thesis, Brigham Young University. Accessed May 24, 2018. https://scholarsarchive.byu.edu/etd/2587.

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

MLA Handbook (7th Edition):

Mason, David L. “Improving Undergraduate Education in Psychology Using an End-of-Major Standardized Assessment and a Teaching Resources Wiki.” 2010. Web. 24 May 2018.

Vancouver:

Mason DL. Improving Undergraduate Education in Psychology Using an End-of-Major Standardized Assessment and a Teaching Resources Wiki. [Internet] [Thesis]. Brigham Young University; 2010. [cited 2018 May 24]. Available from: https://scholarsarchive.byu.edu/etd/2587.

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

Council of Science Editors:

Mason DL. Improving Undergraduate Education in Psychology Using an End-of-Major Standardized Assessment and a Teaching Resources Wiki. [Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/etd/2587

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

17. Trousset, Nicole. Un-Standardized Teaching: How Elementary School Teachers Define and Achieve ???Success??? in the Age of Standardization .

Degree: 2013, California State University – San Marcos

 This qualitative research study seeks to understand how ???successful??? elementary school teachers conceptualize and manage their work in the age of standardization. I analyzed the… (more)

Subjects/Keywords: Teachers; standardized testing; success; public education; elementary; workplace

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APA (6th Edition):

Trousset, N. (2013). Un-Standardized Teaching: How Elementary School Teachers Define and Achieve ???Success??? in the Age of Standardization . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/415

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):

Trousset, Nicole. “Un-Standardized Teaching: How Elementary School Teachers Define and Achieve ???Success??? in the Age of Standardization .” 2013. Thesis, California State University – San Marcos. Accessed May 24, 2018. http://hdl.handle.net/10211.8/415.

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

MLA Handbook (7th Edition):

Trousset, Nicole. “Un-Standardized Teaching: How Elementary School Teachers Define and Achieve ???Success??? in the Age of Standardization .” 2013. Web. 24 May 2018.

Vancouver:

Trousset N. Un-Standardized Teaching: How Elementary School Teachers Define and Achieve ???Success??? in the Age of Standardization . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2018 May 24]. Available from: http://hdl.handle.net/10211.8/415.

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

Council of Science Editors:

Trousset N. Un-Standardized Teaching: How Elementary School Teachers Define and Achieve ???Success??? in the Age of Standardization . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/415

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


University of Texas – Austin

18. Stephens, Sarah Emily Elias. Longitudinal predictions using alternative binning to reduce regression to the mean.

Degree: Physics, 2017, University of Texas – Austin

 Educational policies in Texas that regulate the evaluations of students, teachers, and schools, can have profound impacts on the success of those individuals and institutions.… (more)

Subjects/Keywords: Longitudinal analysis; Regression to the mean; Standardized testing; Quantitative methods

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APA (6th Edition):

Stephens, S. E. E. (2017). Longitudinal predictions using alternative binning to reduce regression to the mean. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63656

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):

Stephens, Sarah Emily Elias. “Longitudinal predictions using alternative binning to reduce regression to the mean.” 2017. Thesis, University of Texas – Austin. Accessed May 24, 2018. http://hdl.handle.net/2152/63656.

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

MLA Handbook (7th Edition):

Stephens, Sarah Emily Elias. “Longitudinal predictions using alternative binning to reduce regression to the mean.” 2017. Web. 24 May 2018.

Vancouver:

Stephens SEE. Longitudinal predictions using alternative binning to reduce regression to the mean. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2018 May 24]. Available from: http://hdl.handle.net/2152/63656.

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

Council of Science Editors:

Stephens SEE. Longitudinal predictions using alternative binning to reduce regression to the mean. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/63656

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

19. Adams Robertson, Elwanda F. Standardized Testing and Remediation to Improve NCLEX-RN Pass Rates in an Associate.

Degree: 2017, Regis University

  First time pass rate success on the National Council Licensure Examination for Registered Nurses (NCLEX-RN) is an expectation for all nursing programs. Nursing faculty… (more)

Subjects/Keywords: DNP Capstone Project; Standardized Testing; NCLEX-RN; Remediation; Retention

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APA (6th Edition):

Adams Robertson, E. F. (2017). Standardized Testing and Remediation to Improve NCLEX-RN Pass Rates in an Associate. (Thesis). Regis University. Retrieved from http://epublications.regis.edu/theses/827

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):

Adams Robertson, Elwanda F. “Standardized Testing and Remediation to Improve NCLEX-RN Pass Rates in an Associate.” 2017. Thesis, Regis University. Accessed May 24, 2018. http://epublications.regis.edu/theses/827.

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

MLA Handbook (7th Edition):

Adams Robertson, Elwanda F. “Standardized Testing and Remediation to Improve NCLEX-RN Pass Rates in an Associate.” 2017. Web. 24 May 2018.

Vancouver:

Adams Robertson EF. Standardized Testing and Remediation to Improve NCLEX-RN Pass Rates in an Associate. [Internet] [Thesis]. Regis University; 2017. [cited 2018 May 24]. Available from: http://epublications.regis.edu/theses/827.

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

Council of Science Editors:

Adams Robertson EF. Standardized Testing and Remediation to Improve NCLEX-RN Pass Rates in an Associate. [Thesis]. Regis University; 2017. Available from: http://epublications.regis.edu/theses/827

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


University of Saskatchewan

20. Degenhardt, Austin C. A case study of accountability for special education service delivery : a mixed model analysis.

Degree: 2008, University of Saskatchewan

 There were five main purposes for the current thesis: (1) to address the need for more quantitative studies to evaluate student academic success within the… (more)

Subjects/Keywords: rubric assessment; quantitative measurement; standardized testing; responsive evaluation; inclusion

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APA (6th Edition):

Degenhardt, A. C. (2008). A case study of accountability for special education service delivery : a mixed model analysis. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-03122009-151139

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):

Degenhardt, Austin C. “A case study of accountability for special education service delivery : a mixed model analysis.” 2008. Thesis, University of Saskatchewan. Accessed May 24, 2018. http://hdl.handle.net/10388/etd-03122009-151139.

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

MLA Handbook (7th Edition):

Degenhardt, Austin C. “A case study of accountability for special education service delivery : a mixed model analysis.” 2008. Web. 24 May 2018.

Vancouver:

Degenhardt AC. A case study of accountability for special education service delivery : a mixed model analysis. [Internet] [Thesis]. University of Saskatchewan; 2008. [cited 2018 May 24]. Available from: http://hdl.handle.net/10388/etd-03122009-151139.

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

Council of Science Editors:

Degenhardt AC. A case study of accountability for special education service delivery : a mixed model analysis. [Thesis]. University of Saskatchewan; 2008. Available from: http://hdl.handle.net/10388/etd-03122009-151139

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

21. Moore, Donald J. A case study of the analysis of factors that occur with reading proficiency in one rural district in southeast Missouri.

Degree: 2012, University of Missouri – Columbia

 This study started over the concern that many schools in Missouri were receiving penalties from the state through the No Child Left Behind law. The… (more)

Subjects/Keywords: common assessment; standardized testing

…impact that the standards-base reform movement and high-stakes standardized testing are having… …standardized testing may have overshadowed to public officials and school leaders a completely… …Stiggins writes that this type of testing (standardized only) has shown scant evidence… …traditionally have done poorly on standardized testing. This may be the most essential part of NCLB… …perform on the standardized test, prior to testing, when intervention strategies can still be… 

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

APA (6th Edition):

Moore, D. J. (2012). A case study of the analysis of factors that occur with reading proficiency in one rural district in southeast Missouri. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/33091

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):

Moore, Donald J. “A case study of the analysis of factors that occur with reading proficiency in one rural district in southeast Missouri.” 2012. Thesis, University of Missouri – Columbia. Accessed May 24, 2018. http://hdl.handle.net/10355/33091.

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

MLA Handbook (7th Edition):

Moore, Donald J. “A case study of the analysis of factors that occur with reading proficiency in one rural district in southeast Missouri.” 2012. Web. 24 May 2018.

Vancouver:

Moore DJ. A case study of the analysis of factors that occur with reading proficiency in one rural district in southeast Missouri. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2018 May 24]. Available from: http://hdl.handle.net/10355/33091.

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

Council of Science Editors:

Moore DJ. A case study of the analysis of factors that occur with reading proficiency in one rural district in southeast Missouri. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/33091

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


Boston College

22. Ro, Jina. Beginning Teachers in the United States and Korea: Learning to Teach in the Era of Test-Based Accountability.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2016, Boston College

 The purpose of this study was to understand beginning teachers’ experiences with learning to teach in an educational system that puts intense pressure on teachers… (more)

Subjects/Keywords: Accountability; Standardized testing; Student-centered teaching; Teaching to the test

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APA (6th Edition):

Ro, J. (2016). Beginning Teachers in the United States and Korea: Learning to Teach in the Era of Test-Based Accountability. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:106796

Chicago Manual of Style (16th Edition):

Ro, Jina. “Beginning Teachers in the United States and Korea: Learning to Teach in the Era of Test-Based Accountability.” 2016. Doctoral Dissertation, Boston College. Accessed May 24, 2018. http://dlib.bc.edu/islandora/object/bc-ir:106796.

MLA Handbook (7th Edition):

Ro, Jina. “Beginning Teachers in the United States and Korea: Learning to Teach in the Era of Test-Based Accountability.” 2016. Web. 24 May 2018.

Vancouver:

Ro J. Beginning Teachers in the United States and Korea: Learning to Teach in the Era of Test-Based Accountability. [Internet] [Doctoral dissertation]. Boston College; 2016. [cited 2018 May 24]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:106796.

Council of Science Editors:

Ro J. Beginning Teachers in the United States and Korea: Learning to Teach in the Era of Test-Based Accountability. [Doctoral Dissertation]. Boston College; 2016. Available from: http://dlib.bc.edu/islandora/object/bc-ir:106796


East Tennessee State University

23. Ellison, Yolanda. Standardized Testing and Dual Enrollment Students.

Degree: EdD (Doctor of Education), Educational Leadership, 2016, East Tennessee State University

  The purpose of this study was to compare final grades of dual enrollment students in English Composition I (ENGL 1010) and College Algebra (MATH… (more)

Subjects/Keywords: dual enrollment; standardized testing; gender; race-ethnicity; Education; Educational Leadership

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APA (6th Edition):

Ellison, Y. (2016). Standardized Testing and Dual Enrollment Students. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2620

Chicago Manual of Style (16th Edition):

Ellison, Yolanda. “Standardized Testing and Dual Enrollment Students.” 2016. Doctoral Dissertation, East Tennessee State University. Accessed May 24, 2018. https://dc.etsu.edu/etd/2620.

MLA Handbook (7th Edition):

Ellison, Yolanda. “Standardized Testing and Dual Enrollment Students.” 2016. Web. 24 May 2018.

Vancouver:

Ellison Y. Standardized Testing and Dual Enrollment Students. [Internet] [Doctoral dissertation]. East Tennessee State University; 2016. [cited 2018 May 24]. Available from: https://dc.etsu.edu/etd/2620.

Council of Science Editors:

Ellison Y. Standardized Testing and Dual Enrollment Students. [Doctoral Dissertation]. East Tennessee State University; 2016. Available from: https://dc.etsu.edu/etd/2620


Virginia Commonwealth University

24. Fox, Patricia. Does Growth Data Make a Difference?: Teacher Decision Making Processes Using Growth Data versus Status Data.

Degree: PhD, Educational Leadership, 2010, Virginia Commonwealth University

 This experiment examined decisions made by teachers using only status data with those made by teachers using growth and status data. Middle school math teachers… (more)

Subjects/Keywords: education; growth data; experimental study; standardized testing; Education; Educational Leadership

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

APA (6th Edition):

Fox, P. (2010). Does Growth Data Make a Difference?: Teacher Decision Making Processes Using Growth Data versus Status Data. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2337

Chicago Manual of Style (16th Edition):

Fox, Patricia. “Does Growth Data Make a Difference?: Teacher Decision Making Processes Using Growth Data versus Status Data.” 2010. Doctoral Dissertation, Virginia Commonwealth University. Accessed May 24, 2018. https://scholarscompass.vcu.edu/etd/2337.

MLA Handbook (7th Edition):

Fox, Patricia. “Does Growth Data Make a Difference?: Teacher Decision Making Processes Using Growth Data versus Status Data.” 2010. Web. 24 May 2018.

Vancouver:

Fox P. Does Growth Data Make a Difference?: Teacher Decision Making Processes Using Growth Data versus Status Data. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2010. [cited 2018 May 24]. Available from: https://scholarscompass.vcu.edu/etd/2337.

Council of Science Editors:

Fox P. Does Growth Data Make a Difference?: Teacher Decision Making Processes Using Growth Data versus Status Data. [Doctoral Dissertation]. Virginia Commonwealth University; 2010. Available from: https://scholarscompass.vcu.edu/etd/2337


University of North Texas

25. Waldrip, Michael R. The Predictive Value of Educational Productivity Input Variables on the Academic Success of Moderate to Large Texas High Schools.

Degree: 2008, University of North Texas

 The purpose of this study was to determine the predictive value of selected input variables on the accountability rating of Texas high schools with student… (more)

Subjects/Keywords: standardized testing; Educational productivity; student achievement; High schools  – Ratings and rankings  – Texas.; Educational accountability  – Texas.

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APA (6th Edition):

Waldrip, M. R. (2008). The Predictive Value of Educational Productivity Input Variables on the Academic Success of Moderate to Large Texas High Schools. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc9725/

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):

Waldrip, Michael R. “The Predictive Value of Educational Productivity Input Variables on the Academic Success of Moderate to Large Texas High Schools.” 2008. Thesis, University of North Texas. Accessed May 24, 2018. https://digital.library.unt.edu/ark:/67531/metadc9725/.

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

MLA Handbook (7th Edition):

Waldrip, Michael R. “The Predictive Value of Educational Productivity Input Variables on the Academic Success of Moderate to Large Texas High Schools.” 2008. Web. 24 May 2018.

Vancouver:

Waldrip MR. The Predictive Value of Educational Productivity Input Variables on the Academic Success of Moderate to Large Texas High Schools. [Internet] [Thesis]. University of North Texas; 2008. [cited 2018 May 24]. Available from: https://digital.library.unt.edu/ark:/67531/metadc9725/.

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

Council of Science Editors:

Waldrip MR. The Predictive Value of Educational Productivity Input Variables on the Academic Success of Moderate to Large Texas High Schools. [Thesis]. University of North Texas; 2008. Available from: https://digital.library.unt.edu/ark:/67531/metadc9725/

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


University of Toronto

26. Ekoh, Ijeoma. High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview.

Degree: 2012, University of Toronto

This thesis investigates the practice of high-stakes standardized testing in Nigeria. Examining its colonial histories, its philosophical incongruities with African indigenous education, and its neocolonial… (more)

Subjects/Keywords: Standardized Testing; African consciousness; Indigenous African Education; Nigerian Education; critical education; colonial education; 0998

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APA (6th Edition):

Ekoh, I. (2012). High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/33647

Chicago Manual of Style (16th Edition):

Ekoh, Ijeoma. “High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview.” 2012. Masters Thesis, University of Toronto. Accessed May 24, 2018. http://hdl.handle.net/1807/33647.

MLA Handbook (7th Edition):

Ekoh, Ijeoma. “High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview.” 2012. Web. 24 May 2018.

Vancouver:

Ekoh I. High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2018 May 24]. Available from: http://hdl.handle.net/1807/33647.

Council of Science Editors:

Ekoh I. High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33647

27. -6581-0731. State Mandated Summer Programs in Texas: Determining the Effect on High School Students' English Test Scores.

Degree: Curriculum and Instruction, 2015, University of Houston

 High stakes testing holds schools accountable for student performance. When students fail standardized tests, schools are held responsible for raising student scores. On May 31,… (more)

Subjects/Keywords: standardized testing; state mandated; summer programs; struggling readers; struggling writers; literacy; secondary

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

APA (6th Edition):

-6581-0731. (2015). State Mandated Summer Programs in Texas: Determining the Effect on High School Students' English Test Scores. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1699

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):

-6581-0731. “State Mandated Summer Programs in Texas: Determining the Effect on High School Students' English Test Scores.” 2015. Thesis, University of Houston. Accessed May 24, 2018. http://hdl.handle.net/10657/1699.

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):

-6581-0731. “State Mandated Summer Programs in Texas: Determining the Effect on High School Students' English Test Scores.” 2015. Web. 24 May 2018.

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

Vancouver:

-6581-0731. State Mandated Summer Programs in Texas: Determining the Effect on High School Students' English Test Scores. [Internet] [Thesis]. University of Houston; 2015. [cited 2018 May 24]. Available from: http://hdl.handle.net/10657/1699.

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:

-6581-0731. State Mandated Summer Programs in Texas: Determining the Effect on High School Students' English Test Scores. [Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1699

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


University of Arizona

28. Szolowicz, Michael A. Opt Out! Understanding Resistance to the Common Core's Testing Regime Through Political Spectacle .

Degree: 2017, University of Arizona

 The standardized testing regime begun under No Child Left Behind and continued with the Common Core is being challenged. Opt Out is a national movement… (more)

Subjects/Keywords: Educational Policy; Opt Out; Political Spectacle; Standardized Testing; State Politics; Common Core

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

APA (6th Edition):

Szolowicz, M. A. (2017). Opt Out! Understanding Resistance to the Common Core's Testing Regime Through Political Spectacle . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/622994

Chicago Manual of Style (16th Edition):

Szolowicz, Michael A. “Opt Out! Understanding Resistance to the Common Core's Testing Regime Through Political Spectacle .” 2017. Doctoral Dissertation, University of Arizona. Accessed May 24, 2018. http://hdl.handle.net/10150/622994.

MLA Handbook (7th Edition):

Szolowicz, Michael A. “Opt Out! Understanding Resistance to the Common Core's Testing Regime Through Political Spectacle .” 2017. Web. 24 May 2018.

Vancouver:

Szolowicz MA. Opt Out! Understanding Resistance to the Common Core's Testing Regime Through Political Spectacle . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2018 May 24]. Available from: http://hdl.handle.net/10150/622994.

Council of Science Editors:

Szolowicz MA. Opt Out! Understanding Resistance to the Common Core's Testing Regime Through Political Spectacle . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/622994


Lehigh University

29. Sterenczak, Matthew. College Readiness and Middle School: To What Extent Do Middle School Data Sources Predict College Readiness as Measured by the SAT?.

Degree: EdD, Educational Leadership, 2015, Lehigh University

 The twenty-first century world that America's current students will find themselves in will be a world highly influenced by the knowledge economy. In this globalized… (more)

Subjects/Keywords: Classroom Grading; College Readiness; Middle School; PSSA; SAT; Standardized Testing; Education; Educational Leadership

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

APA (6th Edition):

Sterenczak, M. (2015). College Readiness and Middle School: To What Extent Do Middle School Data Sources Predict College Readiness as Measured by the SAT?. (Thesis). Lehigh University. Retrieved from http://preserve.lehigh.edu/etd/2825

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):

Sterenczak, Matthew. “College Readiness and Middle School: To What Extent Do Middle School Data Sources Predict College Readiness as Measured by the SAT?.” 2015. Thesis, Lehigh University. Accessed May 24, 2018. http://preserve.lehigh.edu/etd/2825.

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

MLA Handbook (7th Edition):

Sterenczak, Matthew. “College Readiness and Middle School: To What Extent Do Middle School Data Sources Predict College Readiness as Measured by the SAT?.” 2015. Web. 24 May 2018.

Vancouver:

Sterenczak M. College Readiness and Middle School: To What Extent Do Middle School Data Sources Predict College Readiness as Measured by the SAT?. [Internet] [Thesis]. Lehigh University; 2015. [cited 2018 May 24]. Available from: http://preserve.lehigh.edu/etd/2825.

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

Council of Science Editors:

Sterenczak M. College Readiness and Middle School: To What Extent Do Middle School Data Sources Predict College Readiness as Measured by the SAT?. [Thesis]. Lehigh University; 2015. Available from: http://preserve.lehigh.edu/etd/2825

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


California State University – San Bernardino

30. McCray, Joanna Rachel. BILITERACY AND ACADEMIC ACHIEVEMENT IN A TWO-WAY BILINGUAL IMMERSION PROGRAM.

Degree: MAin Education, Education, 2015, California State University – San Bernardino

  Quantitative data examined the effectiveness of a Two Way Bilingual Immersion program on the biliteracy and academic achievement of elementary English learners in southern… (more)

Subjects/Keywords: bilingual; biliteracy; English learners; standardized testing; dual immersion; two-way; Bilingual, Multilingual, and Multicultural Education

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

APA (6th Edition):

McCray, J. R. (2015). BILITERACY AND ACADEMIC ACHIEVEMENT IN A TWO-WAY BILINGUAL IMMERSION PROGRAM. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/138

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):

McCray, Joanna Rachel. “BILITERACY AND ACADEMIC ACHIEVEMENT IN A TWO-WAY BILINGUAL IMMERSION PROGRAM.” 2015. Thesis, California State University – San Bernardino. Accessed May 24, 2018. http://scholarworks.lib.csusb.edu/etd/138.

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

MLA Handbook (7th Edition):

McCray, Joanna Rachel. “BILITERACY AND ACADEMIC ACHIEVEMENT IN A TWO-WAY BILINGUAL IMMERSION PROGRAM.” 2015. Web. 24 May 2018.

Vancouver:

McCray JR. BILITERACY AND ACADEMIC ACHIEVEMENT IN A TWO-WAY BILINGUAL IMMERSION PROGRAM. [Internet] [Thesis]. California State University – San Bernardino; 2015. [cited 2018 May 24]. Available from: http://scholarworks.lib.csusb.edu/etd/138.

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

Council of Science Editors:

McCray JR. BILITERACY AND ACADEMIC ACHIEVEMENT IN A TWO-WAY BILINGUAL IMMERSION PROGRAM. [Thesis]. California State University – San Bernardino; 2015. Available from: http://scholarworks.lib.csusb.edu/etd/138

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

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