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You searched for subject:(Standardized testing). Showing records 1 – 30 of 121 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 January 20, 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. 20 Jan 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 Jan 20]. 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 January 20, 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. 20 Jan 2018.

Vancouver:

Holt L. Teacher and student perceptions of stress-reduction strategies on standardized tests. [Internet] [Thesis]. Texas Tech University; 2016. [cited 2018 Jan 20]. 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 January 20, 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. 20 Jan 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 Jan 20]. 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


Loyola University Chicago

4. 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 January 20, 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. 20 Jan 2018.

Vancouver:

Cechowski JM. High-Stakes Testing: The Student Voice. [Internet] [Thesis]. Loyola University Chicago; 2014. [cited 2018 Jan 20]. 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

5. 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 January 20, 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. 20 Jan 2018.

Vancouver:

Egbert DW. Testing Guidelines for New Product Development. [Internet] [Thesis]. Brigham Young University; 2010. [cited 2018 Jan 20]. 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

6. 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 January 20, 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. 20 Jan 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 Jan 20]. 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

7. 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 January 20, 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. 20 Jan 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 Jan 20]. 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

8. 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 January 20, 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. 20 Jan 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 Jan 20]. 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

9. 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 January 20, 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. 20 Jan 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 Jan 20]. 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


California State University – Sacramento

10. 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 January 20, 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. 20 Jan 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 Jan 20]. 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

11. 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 January 20, 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. 20 Jan 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 Jan 20]. 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

12. 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… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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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 January 20, 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. 20 Jan 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 Jan 20]. 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


Virginia Commonwealth University

13. 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 (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 http://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 January 20, 2018. http://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. 20 Jan 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 Jan 20]. Available from: http://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: http://scholarscompass.vcu.edu/etd/2337

14. 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 January 20, 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. 20 Jan 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 Jan 20]. 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


Brigham Young University

15. 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 January 20, 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. 20 Jan 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 Jan 20]. 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

16. 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 January 20, 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. 20 Jan 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 Jan 20]. 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 Kansas

17. 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 January 20, 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. 20 Jan 2018.

Vancouver:

Klager C. Teacher Attitudes About Standardized Testing and Test Preparation: A Case Study. [Internet] [Masters thesis]. University of Kansas; 2013. [cited 2018 Jan 20]. 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


University of Saskatchewan

18. 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 January 20, 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. 20 Jan 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 Jan 20]. 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

19. 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… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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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 January 20, 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. 20 Jan 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 Jan 20]. 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

20. 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 January 20, 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. 20 Jan 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 Jan 20]. 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

21. 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 January 20, 2018. https://dc.etsu.edu/etd/2620.

MLA Handbook (7th Edition):

Ellison, Yolanda. “Standardized Testing and Dual Enrollment Students.” 2016. Web. 20 Jan 2018.

Vancouver:

Ellison Y. Standardized Testing and Dual Enrollment Students. [Internet] [Doctoral dissertation]. East Tennessee State University; 2016. [cited 2018 Jan 20]. 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


University of North Texas

22. 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 January 20, 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. 20 Jan 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 Jan 20]. 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

23. Moretti, Angela. Constructing Meaning Under the Common Core Regime: An Introspective Analysis of Teachers??? Experiences .

Degree: 2017, California State University – San Marcos

 This study is a qualitative analysis of teachers??? experiences during the implementation of the Common Core State Standards, in Southern California. In accordance with symbolic… (more)

Subjects/Keywords: Common Core State Standards; Education Reform; Education Policy; Inequalities in Education; Teacher Experience; Standardized Testing

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APA (6th Edition):

Moretti, A. (2017). Constructing Meaning Under the Common Core Regime: An Introspective Analysis of Teachers??? Experiences . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/190308

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):

Moretti, Angela. “Constructing Meaning Under the Common Core Regime: An Introspective Analysis of Teachers??? Experiences .” 2017. Thesis, California State University – San Marcos. Accessed January 20, 2018. http://hdl.handle.net/10211.3/190308.

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

MLA Handbook (7th Edition):

Moretti, Angela. “Constructing Meaning Under the Common Core Regime: An Introspective Analysis of Teachers??? Experiences .” 2017. Web. 20 Jan 2018.

Vancouver:

Moretti A. Constructing Meaning Under the Common Core Regime: An Introspective Analysis of Teachers??? Experiences . [Internet] [Thesis]. California State University – San Marcos; 2017. [cited 2018 Jan 20]. Available from: http://hdl.handle.net/10211.3/190308.

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

Council of Science Editors:

Moretti A. Constructing Meaning Under the Common Core Regime: An Introspective Analysis of Teachers??? Experiences . [Thesis]. California State University – San Marcos; 2017. Available from: http://hdl.handle.net/10211.3/190308

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


University of Toronto

24. 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 January 20, 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. 20 Jan 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 Jan 20]. 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

25. -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 January 20, 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. 20 Jan 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 Jan 20]. 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

26. 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 (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 January 20, 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. 20 Jan 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 Jan 20]. 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

27. 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 (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 January 20, 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. 20 Jan 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 Jan 20]. 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


Georgia Southern University

28. Gowan, Michelle Martin. Buried Treasure? Excavating Active, Meaningful, and Worthwhile Learning from an Elementary Time Capsule.

Degree: Doctor of Education in Curriculum Studies (EdD), Department of Curriculum, Foundations, and Reading, 2011, Georgia Southern University

 This study explores active, meaningful, and worthwhile learning that was discovered through a time capsule that was buried by six elementary gifted students at Springdale… (more)

Subjects/Keywords: ETD; Time capsule; Standardized testing; Liberative learning; Popular culture; Experiential learning; Nostalgia; Oral history

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

APA (6th Edition):

Gowan, M. M. (2011). Buried Treasure? Excavating Active, Meaningful, and Worthwhile Learning from an Elementary Time Capsule. (Doctoral Dissertation). Georgia Southern University. Retrieved from http://digitalcommons.georgiasouthern.edu/etd/569

Chicago Manual of Style (16th Edition):

Gowan, Michelle Martin. “Buried Treasure? Excavating Active, Meaningful, and Worthwhile Learning from an Elementary Time Capsule.” 2011. Doctoral Dissertation, Georgia Southern University. Accessed January 20, 2018. http://digitalcommons.georgiasouthern.edu/etd/569.

MLA Handbook (7th Edition):

Gowan, Michelle Martin. “Buried Treasure? Excavating Active, Meaningful, and Worthwhile Learning from an Elementary Time Capsule.” 2011. Web. 20 Jan 2018.

Vancouver:

Gowan MM. Buried Treasure? Excavating Active, Meaningful, and Worthwhile Learning from an Elementary Time Capsule. [Internet] [Doctoral dissertation]. Georgia Southern University; 2011. [cited 2018 Jan 20]. Available from: http://digitalcommons.georgiasouthern.edu/etd/569.

Council of Science Editors:

Gowan MM. Buried Treasure? Excavating Active, Meaningful, and Worthwhile Learning from an Elementary Time Capsule. [Doctoral Dissertation]. Georgia Southern University; 2011. Available from: http://digitalcommons.georgiasouthern.edu/etd/569


California State University – San Bernardino

29. 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 January 20, 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. 20 Jan 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 Jan 20]. 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


East Tennessee State University

30. Smith, Harold Lamar. An Examination of Third and Fourth Grade TCAP Scores and the Universal Breakfast Program in Unicoi County Tennessee.

Degree: EdD (Doctor of Education), Educational Leadership, 2011, East Tennessee State University

  The purpose of this study was to investigate the relationship of standardized test scores on the Tennessee Comprehensive Assessment Program (TCAP) of students enrolled… (more)

Subjects/Keywords: obesity; universal breakfast program; Tennessee; standardized testing; Educational Sociology; Social and Behavioral Sciences; Sociology

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

APA (6th Edition):

Smith, H. L. (2011). An Examination of Third and Fourth Grade TCAP Scores and the Universal Breakfast Program in Unicoi County Tennessee. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1245

Chicago Manual of Style (16th Edition):

Smith, Harold Lamar. “An Examination of Third and Fourth Grade TCAP Scores and the Universal Breakfast Program in Unicoi County Tennessee.” 2011. Doctoral Dissertation, East Tennessee State University. Accessed January 20, 2018. https://dc.etsu.edu/etd/1245.

MLA Handbook (7th Edition):

Smith, Harold Lamar. “An Examination of Third and Fourth Grade TCAP Scores and the Universal Breakfast Program in Unicoi County Tennessee.” 2011. Web. 20 Jan 2018.

Vancouver:

Smith HL. An Examination of Third and Fourth Grade TCAP Scores and the Universal Breakfast Program in Unicoi County Tennessee. [Internet] [Doctoral dissertation]. East Tennessee State University; 2011. [cited 2018 Jan 20]. Available from: https://dc.etsu.edu/etd/1245.

Council of Science Editors:

Smith HL. An Examination of Third and Fourth Grade TCAP Scores and the Universal Breakfast Program in Unicoi County Tennessee. [Doctoral Dissertation]. East Tennessee State University; 2011. Available from: https://dc.etsu.edu/etd/1245

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