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

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Texas A&M University

1. Neugebauer, Nancy Guido. TAKS scores of general education students in secondary co-teach classes in a Texas school district.

Degree: 2008, Texas A&M University

 Inclusion of students at all levels is a challenge. The acceptance of this challenge, however, has been mandated by the No Child Left Behind and… (more)

Subjects/Keywords: co-teach; TAKS; secondary; special education

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APA (6th Edition):

Neugebauer, N. G. (2008). TAKS scores of general education students in secondary co-teach classes in a Texas school district. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/85931

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):

Neugebauer, Nancy Guido. “TAKS scores of general education students in secondary co-teach classes in a Texas school district.” 2008. Thesis, Texas A&M University. Accessed June 20, 2019. http://hdl.handle.net/1969.1/85931.

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

MLA Handbook (7th Edition):

Neugebauer, Nancy Guido. “TAKS scores of general education students in secondary co-teach classes in a Texas school district.” 2008. Web. 20 Jun 2019.

Vancouver:

Neugebauer NG. TAKS scores of general education students in secondary co-teach classes in a Texas school district. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.1/85931.

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

Council of Science Editors:

Neugebauer NG. TAKS scores of general education students in secondary co-teach classes in a Texas school district. [Thesis]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/85931

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


University of Texas – Austin

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Ren, Han. “Academic achievement outcomes of former English-language-learners in Texas.” 2011. Thesis, University of Texas – Austin. Accessed June 20, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-2691.

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

MLA Handbook (7th Edition):

Ren, Han. “Academic achievement outcomes of former English-language-learners in Texas.” 2011. Web. 20 Jun 2019.

Vancouver:

Ren H. Academic achievement outcomes of former English-language-learners in Texas. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2691.

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

Council of Science Editors:

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

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


Texas A&M University

3. Fox, Brandon. A Critical Examination of Texas Mathematics Achievement in Grades Three through Eight by Mathematical Objective across Race/Ethnicity, Gender, and Socioeconomic Status.

Degree: 2012, Texas A&M University

 The purpose of this quantitative study was to identify performance differences on the TAKS mathematics assessments in grades three through eight across race/ethnicity, gender, and… (more)

Subjects/Keywords: TAKS Mathematics; Critical Race Theory; Race/Ethnicity; Gender; Socioeconomic Status

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APA (6th Edition):

Fox, B. (2012). A Critical Examination of Texas Mathematics Achievement in Grades Three through Eight by Mathematical Objective across Race/Ethnicity, Gender, and Socioeconomic Status. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10485

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):

Fox, Brandon. “A Critical Examination of Texas Mathematics Achievement in Grades Three through Eight by Mathematical Objective across Race/Ethnicity, Gender, and Socioeconomic Status.” 2012. Thesis, Texas A&M University. Accessed June 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10485.

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

MLA Handbook (7th Edition):

Fox, Brandon. “A Critical Examination of Texas Mathematics Achievement in Grades Three through Eight by Mathematical Objective across Race/Ethnicity, Gender, and Socioeconomic Status.” 2012. Web. 20 Jun 2019.

Vancouver:

Fox B. A Critical Examination of Texas Mathematics Achievement in Grades Three through Eight by Mathematical Objective across Race/Ethnicity, Gender, and Socioeconomic Status. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10485.

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

Council of Science Editors:

Fox B. A Critical Examination of Texas Mathematics Achievement in Grades Three through Eight by Mathematical Objective across Race/Ethnicity, Gender, and Socioeconomic Status. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10485

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


Texas A&M University

4. Wilson, Eric Daryl. Assessing the relationships among PSAT and TAKS scores in selected Texas high schools.

Degree: 2004, Texas A&M University

 The purpose of this research study was to determine the relationships among PSAT scores and TAKS scores in selected Texas high schools in order to… (more)

Subjects/Keywords: PSAT; TAKS; assessment; testing

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APA (6th Edition):

Wilson, E. D. (2004). Assessing the relationships among PSAT and TAKS scores in selected Texas high schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/1212

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, Eric Daryl. “Assessing the relationships among PSAT and TAKS scores in selected Texas high schools.” 2004. Thesis, Texas A&M University. Accessed June 20, 2019. http://hdl.handle.net/1969.1/1212.

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

MLA Handbook (7th Edition):

Wilson, Eric Daryl. “Assessing the relationships among PSAT and TAKS scores in selected Texas high schools.” 2004. Web. 20 Jun 2019.

Vancouver:

Wilson ED. Assessing the relationships among PSAT and TAKS scores in selected Texas high schools. [Internet] [Thesis]. Texas A&M University; 2004. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.1/1212.

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

Council of Science Editors:

Wilson ED. Assessing the relationships among PSAT and TAKS scores in selected Texas high schools. [Thesis]. Texas A&M University; 2004. Available from: http://hdl.handle.net/1969.1/1212

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


University of Houston

5. Linares, Diego 1977-. EFFECTS OF SCHOOL CLIMATE ON STUDENT ACHIEVEMENT AND DISCIPLINE BEHAVIORS IN THREE URBAN HIGH SCHOOLS.

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

 This study examined the relationship between the teachers’ perceptions of the school climate in three urban high schools in a southwest district of Houston, Texas,… (more)

Subjects/Keywords: Education; High School; TAKS; Discipline; Climate; Professional leadership

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APA (6th Edition):

Linares, D. 1. (2012). EFFECTS OF SCHOOL CLIMATE ON STUDENT ACHIEVEMENT AND DISCIPLINE BEHAVIORS IN THREE URBAN HIGH SCHOOLS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/616

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):

Linares, Diego 1977-. “EFFECTS OF SCHOOL CLIMATE ON STUDENT ACHIEVEMENT AND DISCIPLINE BEHAVIORS IN THREE URBAN HIGH SCHOOLS.” 2012. Thesis, University of Houston. Accessed June 20, 2019. http://hdl.handle.net/10657/616.

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

MLA Handbook (7th Edition):

Linares, Diego 1977-. “EFFECTS OF SCHOOL CLIMATE ON STUDENT ACHIEVEMENT AND DISCIPLINE BEHAVIORS IN THREE URBAN HIGH SCHOOLS.” 2012. Web. 20 Jun 2019.

Vancouver:

Linares D1. EFFECTS OF SCHOOL CLIMATE ON STUDENT ACHIEVEMENT AND DISCIPLINE BEHAVIORS IN THREE URBAN HIGH SCHOOLS. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10657/616.

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

Council of Science Editors:

Linares D1. EFFECTS OF SCHOOL CLIMATE ON STUDENT ACHIEVEMENT AND DISCIPLINE BEHAVIORS IN THREE URBAN HIGH SCHOOLS. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/616

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


University of Houston

6. Pierson, Serena M 1975-. Impact of Pre-kindergarten Education on Elementary Student Achievement: Implications for School Leaders.

Degree: Educational Leadership and Cultural Studies, Department of, 2013, University of Houston

 The purpose of this study was to determine if pre-kindergarten attendance resulted in increased school readiness for kindergarten students; and if prekindergarten attendance resulted in… (more)

Subjects/Keywords: pre-kindergarten; student achievement; TPRI; TAKS; Professional leadership

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APA (6th Edition):

Pierson, S. M. 1. (2013). Impact of Pre-kindergarten Education on Elementary Student Achievement: Implications for School Leaders. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/959

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):

Pierson, Serena M 1975-. “Impact of Pre-kindergarten Education on Elementary Student Achievement: Implications for School Leaders.” 2013. Thesis, University of Houston. Accessed June 20, 2019. http://hdl.handle.net/10657/959.

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

MLA Handbook (7th Edition):

Pierson, Serena M 1975-. “Impact of Pre-kindergarten Education on Elementary Student Achievement: Implications for School Leaders.” 2013. Web. 20 Jun 2019.

Vancouver:

Pierson SM1. Impact of Pre-kindergarten Education on Elementary Student Achievement: Implications for School Leaders. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10657/959.

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

Council of Science Editors:

Pierson SM1. Impact of Pre-kindergarten Education on Elementary Student Achievement: Implications for School Leaders. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/959

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


Texas A&M University

7. Denning, Dayne Ralston. The impact of the Texas Assessment of Knowledge and Skills (TAKS) on teacher stress and anxiety as reported by middle school classroom teachers in a selected school district in Education Service Center, Region 20, Texas.

Degree: 2005, Texas A&M University

 The purpose of this study was to examine the impact of teacher stress and anxiety as reported by middle school classroom teachers in a selected… (more)

Subjects/Keywords: Stress; Anxiety; State Mandated Tests; TAKS

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APA (6th Edition):

Denning, D. R. (2005). The impact of the Texas Assessment of Knowledge and Skills (TAKS) on teacher stress and anxiety as reported by middle school classroom teachers in a selected school district in Education Service Center, Region 20, Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/2448

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):

Denning, Dayne Ralston. “The impact of the Texas Assessment of Knowledge and Skills (TAKS) on teacher stress and anxiety as reported by middle school classroom teachers in a selected school district in Education Service Center, Region 20, Texas.” 2005. Thesis, Texas A&M University. Accessed June 20, 2019. http://hdl.handle.net/1969.1/2448.

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

MLA Handbook (7th Edition):

Denning, Dayne Ralston. “The impact of the Texas Assessment of Knowledge and Skills (TAKS) on teacher stress and anxiety as reported by middle school classroom teachers in a selected school district in Education Service Center, Region 20, Texas.” 2005. Web. 20 Jun 2019.

Vancouver:

Denning DR. The impact of the Texas Assessment of Knowledge and Skills (TAKS) on teacher stress and anxiety as reported by middle school classroom teachers in a selected school district in Education Service Center, Region 20, Texas. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.1/2448.

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

Council of Science Editors:

Denning DR. The impact of the Texas Assessment of Knowledge and Skills (TAKS) on teacher stress and anxiety as reported by middle school classroom teachers in a selected school district in Education Service Center, Region 20, Texas. [Thesis]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/2448

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

8. Kilinc, Emin. Conceptual Learning in Social Studies Classroom: An Analysis of Texas Assessment of Knowledge and Skills (TAKS) Social Studies Questions with and without Concept.

Degree: 2012, Texas A&M University

 We are living in a conceptual world which we build through both informal and systematic interaction. Concepts enable us to simplify and organize our environment… (more)

Subjects/Keywords: Conceptual learning; Social studies; TAKS

…Educational Rights and Privacy Act NCSS National Council for the Social Studies TAKS Texas… …Texas Assessment of Student Learning ........................................ TAKS Social… …41 Figure 4 An Image of the Spring 2006 Grade 8 Social Studies TAKS Test Data… …70 Figure 5 An Image of the Spring 2006 Grade 8 Social Studies TAKS Test Data Item… …Spring 2006 Grade 8 Social Studies TAKS Test Data before Editing… 

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APA (6th Edition):

Kilinc, E. (2012). Conceptual Learning in Social Studies Classroom: An Analysis of Texas Assessment of Knowledge and Skills (TAKS) Social Studies Questions with and without Concept. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11118

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):

Kilinc, Emin. “Conceptual Learning in Social Studies Classroom: An Analysis of Texas Assessment of Knowledge and Skills (TAKS) Social Studies Questions with and without Concept.” 2012. Thesis, Texas A&M University. Accessed June 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11118.

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

MLA Handbook (7th Edition):

Kilinc, Emin. “Conceptual Learning in Social Studies Classroom: An Analysis of Texas Assessment of Knowledge and Skills (TAKS) Social Studies Questions with and without Concept.” 2012. Web. 20 Jun 2019.

Vancouver:

Kilinc E. Conceptual Learning in Social Studies Classroom: An Analysis of Texas Assessment of Knowledge and Skills (TAKS) Social Studies Questions with and without Concept. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11118.

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

Council of Science Editors:

Kilinc E. Conceptual Learning in Social Studies Classroom: An Analysis of Texas Assessment of Knowledge and Skills (TAKS) Social Studies Questions with and without Concept. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11118

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


Texas A&M University

9. McGlothlin, Ross M. The Relationship of Student Use of the Scholastic ReadAbout Software Systemon Texas Assessment of Knowledge and Skills (TAKS) Reading Test Scores as Reported in Student Records of Third and Fourth Grade Students at Comal Independent School District, Texas.

Degree: 2010, Texas A&M University

 The purpose of this study was to examine the effect of Scholastic, Incorporated's ReadAbout software system on student achievement in the subject of reading. The… (more)

Subjects/Keywords: Scholastic, Incorporated; ReadAbout Software System; Reading Achievement; Texas Assessment of Knowledge and Skills (TAKS)

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APA (6th Edition):

McGlothlin, R. M. (2010). The Relationship of Student Use of the Scholastic ReadAbout Software Systemon Texas Assessment of Knowledge and Skills (TAKS) Reading Test Scores as Reported in Student Records of Third and Fourth Grade Students at Comal Independent School District, Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7216

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):

McGlothlin, Ross M. “The Relationship of Student Use of the Scholastic ReadAbout Software Systemon Texas Assessment of Knowledge and Skills (TAKS) Reading Test Scores as Reported in Student Records of Third and Fourth Grade Students at Comal Independent School District, Texas.” 2010. Thesis, Texas A&M University. Accessed June 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7216.

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

MLA Handbook (7th Edition):

McGlothlin, Ross M. “The Relationship of Student Use of the Scholastic ReadAbout Software Systemon Texas Assessment of Knowledge and Skills (TAKS) Reading Test Scores as Reported in Student Records of Third and Fourth Grade Students at Comal Independent School District, Texas.” 2010. Web. 20 Jun 2019.

Vancouver:

McGlothlin RM. The Relationship of Student Use of the Scholastic ReadAbout Software Systemon Texas Assessment of Knowledge and Skills (TAKS) Reading Test Scores as Reported in Student Records of Third and Fourth Grade Students at Comal Independent School District, Texas. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7216.

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

Council of Science Editors:

McGlothlin RM. The Relationship of Student Use of the Scholastic ReadAbout Software Systemon Texas Assessment of Knowledge and Skills (TAKS) Reading Test Scores as Reported in Student Records of Third and Fourth Grade Students at Comal Independent School District, Texas. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7216

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


University of Texas – Austin

10. Wunderlich, Ruth Levenstein. The use of multilevel modeling to assess teacher effectiveness within a school using TAKS scores.

Degree: Mathematics, 2010, University of Texas – Austin

 Hierarchical Linear Models were used to analyze data from one Texas school and identify effective and ineffective mathematics teachers using their students’ scores on two… (more)

Subjects/Keywords: Value-added; Teacher effectiveness; Multilevel modeling; TAKS; Vertical scale; High school mathematics; Eleventh grade effect

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

APA (6th Edition):

Wunderlich, R. L. (2010). The use of multilevel modeling to assess teacher effectiveness within a school using TAKS scores. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-08-1713

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):

Wunderlich, Ruth Levenstein. “The use of multilevel modeling to assess teacher effectiveness within a school using TAKS scores.” 2010. Thesis, University of Texas – Austin. Accessed June 20, 2019. http://hdl.handle.net/2152/ETD-UT-2010-08-1713.

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

MLA Handbook (7th Edition):

Wunderlich, Ruth Levenstein. “The use of multilevel modeling to assess teacher effectiveness within a school using TAKS scores.” 2010. Web. 20 Jun 2019.

Vancouver:

Wunderlich RL. The use of multilevel modeling to assess teacher effectiveness within a school using TAKS scores. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-08-1713.

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

Council of Science Editors:

Wunderlich RL. The use of multilevel modeling to assess teacher effectiveness within a school using TAKS scores. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-08-1713

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


Liberty University

11. Nixon, Victor S. The Relationship Between the Percentage of African-American Teachers on Public School Secondary Campuses and the Percentage of African-American Students Passing the Texas Assessment of Knowledge and Skills test (TAKS).

Degree: 2010, Liberty University

 No Child Left Behind has caused educators to take a critical look at the achievement levels of all population groups on campus. African-American student achievement… (more)

Subjects/Keywords: African-American; Assessment; TAKS; Texas; Education, Secondary; Sociology, Ethnic and Racial Studies; Education, Tests and Measurements

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APA (6th Edition):

Nixon, V. S. (2010). The Relationship Between the Percentage of African-American Teachers on Public School Secondary Campuses and the Percentage of African-American Students Passing the Texas Assessment of Knowledge and Skills test (TAKS). (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/364

Chicago Manual of Style (16th Edition):

Nixon, Victor S. “The Relationship Between the Percentage of African-American Teachers on Public School Secondary Campuses and the Percentage of African-American Students Passing the Texas Assessment of Knowledge and Skills test (TAKS).” 2010. Doctoral Dissertation, Liberty University. Accessed June 20, 2019. http://digitalcommons.liberty.edu/doctoral/364.

MLA Handbook (7th Edition):

Nixon, Victor S. “The Relationship Between the Percentage of African-American Teachers on Public School Secondary Campuses and the Percentage of African-American Students Passing the Texas Assessment of Knowledge and Skills test (TAKS).” 2010. Web. 20 Jun 2019.

Vancouver:

Nixon VS. The Relationship Between the Percentage of African-American Teachers on Public School Secondary Campuses and the Percentage of African-American Students Passing the Texas Assessment of Knowledge and Skills test (TAKS). [Internet] [Doctoral dissertation]. Liberty University; 2010. [cited 2019 Jun 20]. Available from: http://digitalcommons.liberty.edu/doctoral/364.

Council of Science Editors:

Nixon VS. The Relationship Between the Percentage of African-American Teachers on Public School Secondary Campuses and the Percentage of African-American Students Passing the Texas Assessment of Knowledge and Skills test (TAKS). [Doctoral Dissertation]. Liberty University; 2010. Available from: http://digitalcommons.liberty.edu/doctoral/364


Texas A&M University

12. Kobiela, Marta Anna. An eighth grade curriculum incorporating logical thinking and active learning.

Degree: 2006, Texas A&M University

 With the increasing stress on teachers and students to meet and raise mathematics standards in schools, especially in the secondary level, the need for strong… (more)

Subjects/Keywords: Logical Thinking; Active Learning; Curriculum; TEKS; TAKS; Middle School

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APA (6th Edition):

Kobiela, M. A. (2006). An eighth grade curriculum incorporating logical thinking and active learning. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/4234

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):

Kobiela, Marta Anna. “An eighth grade curriculum incorporating logical thinking and active learning.” 2006. Thesis, Texas A&M University. Accessed June 20, 2019. http://hdl.handle.net/1969.1/4234.

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

MLA Handbook (7th Edition):

Kobiela, Marta Anna. “An eighth grade curriculum incorporating logical thinking and active learning.” 2006. Web. 20 Jun 2019.

Vancouver:

Kobiela MA. An eighth grade curriculum incorporating logical thinking and active learning. [Internet] [Thesis]. Texas A&M University; 2006. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.1/4234.

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

Council of Science Editors:

Kobiela MA. An eighth grade curriculum incorporating logical thinking and active learning. [Thesis]. Texas A&M University; 2006. Available from: http://hdl.handle.net/1969.1/4234

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


Texas A&M University

13. Trevino-Anderson, Monika Raquel. Mastery of sixth grade TEKS objectives through integrated learning.

Degree: 2005, Texas A&M University

 The purpose of this study was to assess learning in sixth grade students? by gain scores in science and mathematics while participating in the integrative… (more)

Subjects/Keywords: TAKS; intergrative learning; contextualized learning; the PEER Program

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APA (6th Edition):

Trevino-Anderson, M. R. (2005). Mastery of sixth grade TEKS objectives through integrated learning. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/1413

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):

Trevino-Anderson, Monika Raquel. “Mastery of sixth grade TEKS objectives through integrated learning.” 2005. Thesis, Texas A&M University. Accessed June 20, 2019. http://hdl.handle.net/1969.1/1413.

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

MLA Handbook (7th Edition):

Trevino-Anderson, Monika Raquel. “Mastery of sixth grade TEKS objectives through integrated learning.” 2005. Web. 20 Jun 2019.

Vancouver:

Trevino-Anderson MR. Mastery of sixth grade TEKS objectives through integrated learning. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.1/1413.

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

Council of Science Editors:

Trevino-Anderson MR. Mastery of sixth grade TEKS objectives through integrated learning. [Thesis]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/1413

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


University of Texas – Austin

14. Christenson, Barbara Lynn, 1954-. The effect of grade-level retention on student success as defined by the Student Success Initiative of Texas.

Degree: Educational Administration, 2010, University of Texas – Austin

 Public education in the United States is currently enveloped in an era of intense accountability. At the national level the No Child Left Behind Act,… (more)

Subjects/Keywords: Texas; Student Success Initiative; TAKS; Texas Assessment of Knowledge and Skills; Grade retention; Social promotion; High-stakes testing

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APA (6th Edition):

Christenson, Barbara Lynn, 1. (2010). The effect of grade-level retention on student success as defined by the Student Success Initiative of Texas. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-05-932

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):

Christenson, Barbara Lynn, 1954-. “The effect of grade-level retention on student success as defined by the Student Success Initiative of Texas.” 2010. Thesis, University of Texas – Austin. Accessed June 20, 2019. http://hdl.handle.net/2152/ETD-UT-2010-05-932.

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

MLA Handbook (7th Edition):

Christenson, Barbara Lynn, 1954-. “The effect of grade-level retention on student success as defined by the Student Success Initiative of Texas.” 2010. Web. 20 Jun 2019.

Vancouver:

Christenson, Barbara Lynn 1. The effect of grade-level retention on student success as defined by the Student Success Initiative of Texas. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-932.

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

Council of Science Editors:

Christenson, Barbara Lynn 1. The effect of grade-level retention on student success as defined by the Student Success Initiative of Texas. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-932

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


University of Houston

15. Barrett, Chad Dwight 1968-. CAREER PATHWAYS’ IMPACT ON STATE ASSESSMENT, GRADUATION RATES AND SCHOOL LEADERSHIP.

Degree: Curriculum and Instruction, Department of, 2013, University of Houston

 A myriad of studies have associated effective, high-quality Career Technical Education (CTE) programs with college and career readiness, needs of the workplace, and the demands… (more)

Subjects/Keywords: CTE; career pathways; professional leadership; school leadership; graduation rates; dropout rates; state assessment; TAKS; Professional leadership

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APA (6th Edition):

Barrett, C. D. 1. (2013). CAREER PATHWAYS’ IMPACT ON STATE ASSESSMENT, GRADUATION RATES AND SCHOOL LEADERSHIP. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/963

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):

Barrett, Chad Dwight 1968-. “CAREER PATHWAYS’ IMPACT ON STATE ASSESSMENT, GRADUATION RATES AND SCHOOL LEADERSHIP.” 2013. Thesis, University of Houston. Accessed June 20, 2019. http://hdl.handle.net/10657/963.

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

MLA Handbook (7th Edition):

Barrett, Chad Dwight 1968-. “CAREER PATHWAYS’ IMPACT ON STATE ASSESSMENT, GRADUATION RATES AND SCHOOL LEADERSHIP.” 2013. Web. 20 Jun 2019.

Vancouver:

Barrett CD1. CAREER PATHWAYS’ IMPACT ON STATE ASSESSMENT, GRADUATION RATES AND SCHOOL LEADERSHIP. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10657/963.

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

Council of Science Editors:

Barrett CD1. CAREER PATHWAYS’ IMPACT ON STATE ASSESSMENT, GRADUATION RATES AND SCHOOL LEADERSHIP. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/963

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

16. Musa, Ahlam. An Analysis of Performance of ESL Students on Various Social Studies Objectives and Test Items on the Texas Assessment of Knowledge and Skills (TAKS) Test.

Degree: 2013, Texas A&M University

 The content area of social studies has not been given as much attention as its counterparts despite its inclusion in the state wide TAKS exam… (more)

Subjects/Keywords: Social Studies; TAKS; ESL; ELL; Secondary Education; Excerpt

…59 Organization of TAKS Test Question Items… …TAKS Test Data Received from the Texas Education Agency… …TAKS Exam for the Year 2006. ........................................................ 65… …Figure 4 Sample Bullet-Point Question Items from the 11th Grade Social Studies Released TAKS… …Comparison Between 8th and 11th Grade Social Studies TAKS Test Percentages of Correct Responses per… 

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APA (6th Edition):

Musa, A. (2013). An Analysis of Performance of ESL Students on Various Social Studies Objectives and Test Items on the Texas Assessment of Knowledge and Skills (TAKS) Test. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149389

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):

Musa, Ahlam. “An Analysis of Performance of ESL Students on Various Social Studies Objectives and Test Items on the Texas Assessment of Knowledge and Skills (TAKS) Test.” 2013. Thesis, Texas A&M University. Accessed June 20, 2019. http://hdl.handle.net/1969.1/149389.

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

MLA Handbook (7th Edition):

Musa, Ahlam. “An Analysis of Performance of ESL Students on Various Social Studies Objectives and Test Items on the Texas Assessment of Knowledge and Skills (TAKS) Test.” 2013. Web. 20 Jun 2019.

Vancouver:

Musa A. An Analysis of Performance of ESL Students on Various Social Studies Objectives and Test Items on the Texas Assessment of Knowledge and Skills (TAKS) Test. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.1/149389.

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

Council of Science Editors:

Musa A. An Analysis of Performance of ESL Students on Various Social Studies Objectives and Test Items on the Texas Assessment of Knowledge and Skills (TAKS) Test. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149389

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


University of Houston

17. Nichols, Jennifer Chu. What School Leaders Need to Know About the Performance of High-Achieving Students on Standardized Tests.

Degree: Curriculum and Instruction, Department of, 2013, University of Houston

 The No Child Left Behind Act (NCLB) of 2001 has changed the accountability of student achievement in American public schools. Since the enactment, achievement has… (more)

Subjects/Keywords: High Achievers; Commended Performance; Performance Tracking; Longitudinal Trend; High Performance; Advanced students; Tracking; High Achievement; High-Performing Minorities; High Performance Gender; Advanced Levels; TAKS; leadership; school leaders; Professional leadership

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APA (6th Edition):

Nichols, J. C. (2013). What School Leaders Need to Know About the Performance of High-Achieving Students on Standardized Tests. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1026

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):

Nichols, Jennifer Chu. “What School Leaders Need to Know About the Performance of High-Achieving Students on Standardized Tests.” 2013. Thesis, University of Houston. Accessed June 20, 2019. http://hdl.handle.net/10657/1026.

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

MLA Handbook (7th Edition):

Nichols, Jennifer Chu. “What School Leaders Need to Know About the Performance of High-Achieving Students on Standardized Tests.” 2013. Web. 20 Jun 2019.

Vancouver:

Nichols JC. What School Leaders Need to Know About the Performance of High-Achieving Students on Standardized Tests. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10657/1026.

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

Council of Science Editors:

Nichols JC. What School Leaders Need to Know About the Performance of High-Achieving Students on Standardized Tests. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1026

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

18. Nichols, Jacob Austin 1978-. Performance of Students In a Middle School Gifted and Talented Academy Program: Implications for School Leaders.

Degree: Educational Leadership and Cultural Studies, Department of, 2013, University of Houston

 Public education reform combined with the school choice movement calls for middle school leaders to offer a competitive and differentiated educational experience that meets middle… (more)

Subjects/Keywords: Gifted and Talented; Middle School GT Academy; TAKS Reading and TAKS Math; High School Credits; Acceleration; Homogeneous Grouping of High-Ability Students; Professional leadership

…that there was little to no difference on TAKS scores for the two groups. The GT Academy… …69 Performance of GT Students on Reading and Math TAKS… …59 Table 3-2 TAKS Test Subject and Grade Levels… …61 Table 3-3 Reading and Math TAKS Instrument Measure of Performance 2010 ............. 62… …Table 4-4 Overall TAKS Scaled Score Comparison of GT Academy and District GT Students… 

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APA (6th Edition):

Nichols, J. A. 1. (2013). Performance of Students In a Middle School Gifted and Talented Academy Program: Implications for School Leaders. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1035

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):

Nichols, Jacob Austin 1978-. “Performance of Students In a Middle School Gifted and Talented Academy Program: Implications for School Leaders.” 2013. Thesis, University of Houston. Accessed June 20, 2019. http://hdl.handle.net/10657/1035.

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

MLA Handbook (7th Edition):

Nichols, Jacob Austin 1978-. “Performance of Students In a Middle School Gifted and Talented Academy Program: Implications for School Leaders.” 2013. Web. 20 Jun 2019.

Vancouver:

Nichols JA1. Performance of Students In a Middle School Gifted and Talented Academy Program: Implications for School Leaders. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10657/1035.

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

Council of Science Editors:

Nichols JA1. Performance of Students In a Middle School Gifted and Talented Academy Program: Implications for School Leaders. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1035

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

19. Telford, William David. Investigating the Use of Destination Math in an Urban School District.

Degree: 2011, Texas A&M University

 Destination Math was a program utilized by Xcellence ISD. A determination if usage of the software had a significant positive effect on math performance was… (more)

Subjects/Keywords: Educational software; Destination Math; Added value statistic; LEP; Mathematics; TAKS test

…Grade Math TAKS Scores and Score Change for Each of the Elementary Schools… …133 Overall Campus TAKS Math Score Change for the Combination of Grades 3, 4, and 5 for all… …Skills (TAKS) test was Texas’ new assessment instrument. In 2005, fifth grade… …students would have to pass the TAKS test to be promoted. At purchase, there was not a specific… …indicated that 17% fewer students in this district passed the math TAKS test than students… 

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

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APA (6th Edition):

Telford, W. D. (2011). Investigating the Use of Destination Math in an Urban School District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10053

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):

Telford, William David. “Investigating the Use of Destination Math in an Urban School District.” 2011. Thesis, Texas A&M University. Accessed June 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10053.

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

MLA Handbook (7th Edition):

Telford, William David. “Investigating the Use of Destination Math in an Urban School District.” 2011. Web. 20 Jun 2019.

Vancouver:

Telford WD. Investigating the Use of Destination Math in an Urban School District. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10053.

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

Council of Science Editors:

Telford WD. Investigating the Use of Destination Math in an Urban School District. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10053

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

20. Berkeley-Jones, Catherine Spotswood. A Study of the Relationship Between Levels of Technology Implementation (LoTi) and Student Performance on Texas Assessment of Knowledge and Skills (TAKS) Scores.

Degree: 2012, Texas A&M University

 The purpose of this study was to examine teacher Levels of Technology Implementation (LoTi) self-ratings and student Texas Assessment of Knowledge and Skills (TAKS) scores.… (more)

Subjects/Keywords: Key Phrase One; Key Phrase Two technology integration; student achievement; TAKS; LoTi

…66 3.2 Summary of Students Meeting the Standard for TAKS in ELA/ Reading and Math in… …Skills (TAKS) Test in the Spring of 2009 at Alamo Heights Junior School in AHISD… …Assessment of Knowledge and Skills (TAKS) Test in the Spring of 2009 at Alamo Heights… …English Language Arts (ELA) Texas Assessment of Knowledge and Skills (TAKS)… …Took Math Texas Assessment of Knowledge and Skills (TAKS) Test in the Spring of… 

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APA (6th Edition):

Berkeley-Jones, C. S. (2012). A Study of the Relationship Between Levels of Technology Implementation (LoTi) and Student Performance on Texas Assessment of Knowledge and Skills (TAKS) Scores. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11626

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):

Berkeley-Jones, Catherine Spotswood. “A Study of the Relationship Between Levels of Technology Implementation (LoTi) and Student Performance on Texas Assessment of Knowledge and Skills (TAKS) Scores.” 2012. Thesis, Texas A&M University. Accessed June 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11626.

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

MLA Handbook (7th Edition):

Berkeley-Jones, Catherine Spotswood. “A Study of the Relationship Between Levels of Technology Implementation (LoTi) and Student Performance on Texas Assessment of Knowledge and Skills (TAKS) Scores.” 2012. Web. 20 Jun 2019.

Vancouver:

Berkeley-Jones CS. A Study of the Relationship Between Levels of Technology Implementation (LoTi) and Student Performance on Texas Assessment of Knowledge and Skills (TAKS) Scores. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11626.

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

Council of Science Editors:

Berkeley-Jones CS. A Study of the Relationship Between Levels of Technology Implementation (LoTi) and Student Performance on Texas Assessment of Knowledge and Skills (TAKS) Scores. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11626

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

21. Merritt, Brent Ross. CSCOPE's effect on Texas' state mandated standardized test scores in mathematics.

Degree: Curriculum and Instruction., 2011, Baylor University

 The purpose of the study was to examine standardized test scores of school districts in the state of Texas that have implemented CSCOPE, a popular… (more)

Subjects/Keywords: CSCOPE.; Standardized test scores.; Texas school districts.; Texas Assessment of Knowledge and Skills (TAKS); Mathematics.

…there a difference in student achievement on the mathematics TAKS tests between students who… …statistical difference in the percentage of students passing the TAKS test in grades 3-8 in the… …percentage of students passing the TAKS test in grades 3-8 in the subject of mathematics between… …commended performance on the mathematics TAKS test in grades 3-11 between the school districts… …the TAKS in grades 3-11 in the subject of mathematics between the school districts that… 

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APA (6th Edition):

Merritt, B. R. (2011). CSCOPE's effect on Texas' state mandated standardized test scores in mathematics. (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/8231

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):

Merritt, Brent Ross. “CSCOPE's effect on Texas' state mandated standardized test scores in mathematics. ” 2011. Thesis, Baylor University. Accessed June 20, 2019. http://hdl.handle.net/2104/8231.

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

MLA Handbook (7th Edition):

Merritt, Brent Ross. “CSCOPE's effect on Texas' state mandated standardized test scores in mathematics. ” 2011. Web. 20 Jun 2019.

Vancouver:

Merritt BR. CSCOPE's effect on Texas' state mandated standardized test scores in mathematics. [Internet] [Thesis]. Baylor University; 2011. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/2104/8231.

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

Council of Science Editors:

Merritt BR. CSCOPE's effect on Texas' state mandated standardized test scores in mathematics. [Thesis]. Baylor University; 2011. Available from: http://hdl.handle.net/2104/8231

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

22. Ungurait, Michelle D. Understanding gender differences in achievement on the Social Studies Texas Assessment of Knowledge Skills : an interactive qualitative study.

Degree: Educational Administration, 2007, University of Texas – Austin

 The Texas Education Agency’s Social Studies Texas Assessment of Knowledge and Skills results show an achievement gap between males and females for every criteria on… (more)

Subjects/Keywords: Social studies; Gender influenced learning; Social Studies TAKS quantitative data; High school students

…development of the social studies Texas Assessment of Knowledge and Skills program (TAKS)… …information, the social studies TAKS proposes to assess a student’s cumulative knowledge of social… …ratings. Problem Area The Texas Education Agency social studies TAKS results show a wide… …the Social Studies TAKS and the College Board Advanced Placement social studies assessments… …administrations of the Social Studies TAKS in 2003, 2004, 2005, 2006 could provide serious concern if… 

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APA (6th Edition):

Ungurait, M. D. (2007). Understanding gender differences in achievement on the Social Studies Texas Assessment of Knowledge Skills : an interactive qualitative study. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/24369

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):

Ungurait, Michelle D. “Understanding gender differences in achievement on the Social Studies Texas Assessment of Knowledge Skills : an interactive qualitative study.” 2007. Thesis, University of Texas – Austin. Accessed June 20, 2019. http://hdl.handle.net/2152/24369.

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

MLA Handbook (7th Edition):

Ungurait, Michelle D. “Understanding gender differences in achievement on the Social Studies Texas Assessment of Knowledge Skills : an interactive qualitative study.” 2007. Web. 20 Jun 2019.

Vancouver:

Ungurait MD. Understanding gender differences in achievement on the Social Studies Texas Assessment of Knowledge Skills : an interactive qualitative study. [Internet] [Thesis]. University of Texas – Austin; 2007. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/2152/24369.

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

Council of Science Editors:

Ungurait MD. Understanding gender differences in achievement on the Social Studies Texas Assessment of Knowledge Skills : an interactive qualitative study. [Thesis]. University of Texas – Austin; 2007. Available from: http://hdl.handle.net/2152/24369

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

23. Pham, Vinh Huy, 1979-. Computer modeling of the instructionally insensitive nature of the Texas Assessment of Knowledge and Skills (TAKS) exam.

Degree: Science and Mathematics Education, 2009, University of Texas – Austin

 Stakeholders of the educational system assume that standardized tests are transparently about the subject content being tested and therefore can be used as a metric… (more)

Subjects/Keywords: Texas Assessment of Knowledge and Skills exam; TAKS; Academic achievement; Student achievement; Modeling; Models

…85 V. Student and TAKS Exam Interaction …..…95 VI. Discussion… …98 Chapter 5: Computer Modeling of the TAKS Exam ..119 I. Domain Linkage Set Up… …Student Behavioral Trends ….138 Student and TAKS Exam Interaction… …164 • Student and TAKS Exam Interaction…. ..............169 III. Comparison of Real… …Codes for the NetLogo TAKS IRT-1PL Model …....…192 Appendix B: Analysis of Variance for… 

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APA (6th Edition):

Pham, Vinh Huy, 1. (2009). Computer modeling of the instructionally insensitive nature of the Texas Assessment of Knowledge and Skills (TAKS) exam. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/10602

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):

Pham, Vinh Huy, 1979-. “Computer modeling of the instructionally insensitive nature of the Texas Assessment of Knowledge and Skills (TAKS) exam.” 2009. Thesis, University of Texas – Austin. Accessed June 20, 2019. http://hdl.handle.net/2152/10602.

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

MLA Handbook (7th Edition):

Pham, Vinh Huy, 1979-. “Computer modeling of the instructionally insensitive nature of the Texas Assessment of Knowledge and Skills (TAKS) exam.” 2009. Web. 20 Jun 2019.

Vancouver:

Pham, Vinh Huy 1. Computer modeling of the instructionally insensitive nature of the Texas Assessment of Knowledge and Skills (TAKS) exam. [Internet] [Thesis]. University of Texas – Austin; 2009. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/2152/10602.

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

Council of Science Editors:

Pham, Vinh Huy 1. Computer modeling of the instructionally insensitive nature of the Texas Assessment of Knowledge and Skills (TAKS) exam. [Thesis]. University of Texas – Austin; 2009. Available from: http://hdl.handle.net/2152/10602

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


University of North Texas

24. Barnes, Barbara (Principal). Impact of Teacher and Student Ethnicity on Student Assessments.

Degree: 2016, University of North Texas

 The purpose of the study was to answer the questions: Do students show greater academic success in English language arts/reading as measured by the Texas… (more)

Subjects/Keywords: achievement gap; minority students; Black students; Hispanic students; hierarchical multiple regression; Texas Assessment of Knowledge and Skills; TAKS; Education, Administration; Education, Philosophy of; Education, Teacher Training; Academic achievement  – Texas.; Texas Assessment of Knowledge and Skills.; Minority teachers  – Texas.; Minority students  – Texas.

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APA (6th Edition):

Barnes, B. (. (2016). Impact of Teacher and Student Ethnicity on Student Assessments. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc849641/

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):

Barnes, Barbara (Principal). “Impact of Teacher and Student Ethnicity on Student Assessments.” 2016. Thesis, University of North Texas. Accessed June 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc849641/.

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

MLA Handbook (7th Edition):

Barnes, Barbara (Principal). “Impact of Teacher and Student Ethnicity on Student Assessments.” 2016. Web. 20 Jun 2019.

Vancouver:

Barnes B(. Impact of Teacher and Student Ethnicity on Student Assessments. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Jun 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc849641/.

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

Council of Science Editors:

Barnes B(. Impact of Teacher and Student Ethnicity on Student Assessments. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc849641/

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


Texas A&M University

25. Evans Jr., Richard Austin. Fostering success in reading: a survey of teaching methods and collaboration practices of high performing elementary schools in Texas.

Degree: 2006, Texas A&M University

 This study examined reading programs in 68 Texas elementary schools that were identified as successful by their scores on TAAS assessment results in the 1999-2000… (more)

Subjects/Keywords: reading; survey; teaching methods; collaboration; Texas; K-means; TAAS; TAKS; word wall; phonics; phonomenic awareness; phonological skills; comprehensive; balanced; integrating; whole language; comprehension; fluency; timed reading

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

APA (6th Edition):

Evans Jr., R. A. (2006). Fostering success in reading: a survey of teaching methods and collaboration practices of high performing elementary schools in Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/3968

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):

Evans Jr., Richard Austin. “Fostering success in reading: a survey of teaching methods and collaboration practices of high performing elementary schools in Texas.” 2006. Thesis, Texas A&M University. Accessed June 20, 2019. http://hdl.handle.net/1969.1/3968.

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

MLA Handbook (7th Edition):

Evans Jr., Richard Austin. “Fostering success in reading: a survey of teaching methods and collaboration practices of high performing elementary schools in Texas.” 2006. Web. 20 Jun 2019.

Vancouver:

Evans Jr. RA. Fostering success in reading: a survey of teaching methods and collaboration practices of high performing elementary schools in Texas. [Internet] [Thesis]. Texas A&M University; 2006. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.1/3968.

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

Council of Science Editors:

Evans Jr. RA. Fostering success in reading: a survey of teaching methods and collaboration practices of high performing elementary schools in Texas. [Thesis]. Texas A&M University; 2006. Available from: http://hdl.handle.net/1969.1/3968

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

26. Brown, Linda Lou. Opening Pandora's box : Texas elementary campus administrators use of educational policy and highly qualified classroom teachers professional development through data-informed decisions for science education.

Degree: Curriculum and Instruction, 2009, University of Texas – Austin

 Federal educational policy, No Child Left Behind Act of 2001, focused attention on America’s education with conspicuous results. One aspect, highly qualified classroom teacher and… (more)

Subjects/Keywords: Fifth grade students; Texas elementary science education; Data-informed decison-making; TAKS; Student improvement; Teacher professional development; Educational policy

…on the 5th grade science TAKS using Statistical Process Software (SPSS). Written… …of Highly Qualified Classroom Teacher designation from NCLB on 5th Grade Science TAKS… …2: TEKS / TAKS… …District / Campus 5-year, 5th grade science TAKS test scores …...425 Appendix E: U.S. Dept. of… …173 Table 4.40. Influence of TEA’s TAKS - Tests of Within-Subjects Effect and Between… 

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APA (6th Edition):

Brown, L. L. (2009). Opening Pandora's box : Texas elementary campus administrators use of educational policy and highly qualified classroom teachers professional development through data-informed decisions for science education. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/10587

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):

Brown, Linda Lou. “Opening Pandora's box : Texas elementary campus administrators use of educational policy and highly qualified classroom teachers professional development through data-informed decisions for science education.” 2009. Thesis, University of Texas – Austin. Accessed June 20, 2019. http://hdl.handle.net/2152/10587.

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

MLA Handbook (7th Edition):

Brown, Linda Lou. “Opening Pandora's box : Texas elementary campus administrators use of educational policy and highly qualified classroom teachers professional development through data-informed decisions for science education.” 2009. Web. 20 Jun 2019.

Vancouver:

Brown LL. Opening Pandora's box : Texas elementary campus administrators use of educational policy and highly qualified classroom teachers professional development through data-informed decisions for science education. [Internet] [Thesis]. University of Texas – Austin; 2009. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/2152/10587.

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

Council of Science Editors:

Brown LL. Opening Pandora's box : Texas elementary campus administrators use of educational policy and highly qualified classroom teachers professional development through data-informed decisions for science education. [Thesis]. University of Texas – Austin; 2009. Available from: http://hdl.handle.net/2152/10587

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


University of North Texas

27. Roach, Robert G. The school reform movement and high stakes standardized testing: An analysis of factors impacting the academic outcomes of students receiving special education services.

Degree: 2005, University of North Texas

 The purpose of this study was to investigate special education outcomes in relation to state standardized testing. It specifically sought to determine if a relationship… (more)

Subjects/Keywords: Special education  – Texas.; Texas Assessment of Academic Skills.; Academic achievement  – Texas.; Children with disabilities  – Education  – Texas.; education; administration; special education; school reform; TAAS; TAKS; Texas standardized testing

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

APA (6th Edition):

Roach, R. G. (2005). The school reform movement and high stakes standardized testing: An analysis of factors impacting the academic outcomes of students receiving special education services. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc4750/

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):

Roach, Robert G. “The school reform movement and high stakes standardized testing: An analysis of factors impacting the academic outcomes of students receiving special education services.” 2005. Thesis, University of North Texas. Accessed June 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc4750/.

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

MLA Handbook (7th Edition):

Roach, Robert G. “The school reform movement and high stakes standardized testing: An analysis of factors impacting the academic outcomes of students receiving special education services.” 2005. Web. 20 Jun 2019.

Vancouver:

Roach RG. The school reform movement and high stakes standardized testing: An analysis of factors impacting the academic outcomes of students receiving special education services. [Internet] [Thesis]. University of North Texas; 2005. [cited 2019 Jun 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc4750/.

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

Council of Science Editors:

Roach RG. The school reform movement and high stakes standardized testing: An analysis of factors impacting the academic outcomes of students receiving special education services. [Thesis]. University of North Texas; 2005. Available from: https://digital.library.unt.edu/ark:/67531/metadc4750/

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


University of North Texas

28. Ringhauser, John T. The Effects of Pre-Kindergarten on Spanish-Speaking Bilingual Students Taking the Third Grade TAKS Reading Test.

Degree: 2008, University of North Texas

 The purpose of this dissertation is to provide research and data examining the impact of pre-kindergarten on Spanish-speaking ESL students on the third grade TAKS(more)

Subjects/Keywords: Prekindergarten; TAKS; bilingual; reading; Education, Preschool  – Texas.; Hispanic American children  – Education (Preschool)  – Texas.; Bilingualism in children  – Texas.; Texas Assessment of Knowledge and Skills.; Reading (Early childhood)  – Texas.

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

APA (6th Edition):

Ringhauser, J. T. (2008). The Effects of Pre-Kindergarten on Spanish-Speaking Bilingual Students Taking the Third Grade TAKS Reading Test. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc12191/

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):

Ringhauser, John T. “The Effects of Pre-Kindergarten on Spanish-Speaking Bilingual Students Taking the Third Grade TAKS Reading Test.” 2008. Thesis, University of North Texas. Accessed June 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc12191/.

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

MLA Handbook (7th Edition):

Ringhauser, John T. “The Effects of Pre-Kindergarten on Spanish-Speaking Bilingual Students Taking the Third Grade TAKS Reading Test.” 2008. Web. 20 Jun 2019.

Vancouver:

Ringhauser JT. The Effects of Pre-Kindergarten on Spanish-Speaking Bilingual Students Taking the Third Grade TAKS Reading Test. [Internet] [Thesis]. University of North Texas; 2008. [cited 2019 Jun 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc12191/.

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

Council of Science Editors:

Ringhauser JT. The Effects of Pre-Kindergarten on Spanish-Speaking Bilingual Students Taking the Third Grade TAKS Reading Test. [Thesis]. University of North Texas; 2008. Available from: https://digital.library.unt.edu/ark:/67531/metadc12191/

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

29. Westfall, Dawn. Parental Perceptions of the Effects of the high-Stakes TAKS Test on the Home Lives of At-Risk Fifth Grade Students.

Degree: Curriculum and Instruction, Department of, 2010, University of Houston

 In Texas, fifth grade students are required to pass both the reading and math sections of the Texas Assessment of Knowledge and Skills, or TAKS(more)

Subjects/Keywords: high-stakes tests; parental perceptions; No Child Left Behind; TAKS; testing effects; Texas Assessment of Knowledge and Skills; Children with social disabilities – Education (Elementary) – Texas; Home and school

…75 3 Analysis of Variance for Component 1: The Effects of TAKS on the Student and Family… …76 4 Analysis of Variance for Component 3: Parent Attitudes about TAKS as a Fair Measure… …Comparison for Race for Component 1: The Effects of TAKS on the Student and Family… …78 6 Means Comparison for Race for Component 3: Parent Attitudes about TAKS as a Fair… …1: The Effects of TAKS on the Student and Family… 

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

APA (6th Edition):

Westfall, D. (2010). Parental Perceptions of the Effects of the high-Stakes TAKS Test on the Home Lives of At-Risk Fifth Grade Students. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/170

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):

Westfall, Dawn. “Parental Perceptions of the Effects of the high-Stakes TAKS Test on the Home Lives of At-Risk Fifth Grade Students.” 2010. Thesis, University of Houston. Accessed June 20, 2019. http://hdl.handle.net/10657/170.

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

MLA Handbook (7th Edition):

Westfall, Dawn. “Parental Perceptions of the Effects of the high-Stakes TAKS Test on the Home Lives of At-Risk Fifth Grade Students.” 2010. Web. 20 Jun 2019.

Vancouver:

Westfall D. Parental Perceptions of the Effects of the high-Stakes TAKS Test on the Home Lives of At-Risk Fifth Grade Students. [Internet] [Thesis]. University of Houston; 2010. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10657/170.

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

Council of Science Editors:

Westfall D. Parental Perceptions of the Effects of the high-Stakes TAKS Test on the Home Lives of At-Risk Fifth Grade Students. [Thesis]. University of Houston; 2010. Available from: http://hdl.handle.net/10657/170

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


University of North Texas

30. Evans, Barbara Anne. Beating the High Stakes Testing Game: A Three-Year Study of Improvement Rates on the TAKS Social Studies Exit Exam.

Degree: 2006, University of North Texas

 The Texas high school class of 2005 faced a defining test that had no precedent in Texas and little nationally. Social studies testing is a… (more)

Subjects/Keywords: Social sciences  – Examinations.; Social sciences  – Study and teaching (Secondary)  – Texas.; Texas Assessment of Knowledge and Skills.; Academic achievement  – Texas.; social studies; TAKS; high stakes; at-risk; diploma dependent; staff development

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

APA (6th Edition):

Evans, B. A. (2006). Beating the High Stakes Testing Game: A Three-Year Study of Improvement Rates on the TAKS Social Studies Exit Exam. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5284/

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):

Evans, Barbara Anne. “Beating the High Stakes Testing Game: A Three-Year Study of Improvement Rates on the TAKS Social Studies Exit Exam.” 2006. Thesis, University of North Texas. Accessed June 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc5284/.

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

MLA Handbook (7th Edition):

Evans, Barbara Anne. “Beating the High Stakes Testing Game: A Three-Year Study of Improvement Rates on the TAKS Social Studies Exit Exam.” 2006. Web. 20 Jun 2019.

Vancouver:

Evans BA. Beating the High Stakes Testing Game: A Three-Year Study of Improvement Rates on the TAKS Social Studies Exit Exam. [Internet] [Thesis]. University of North Texas; 2006. [cited 2019 Jun 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc5284/.

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

Council of Science Editors:

Evans BA. Beating the High Stakes Testing Game: A Three-Year Study of Improvement Rates on the TAKS Social Studies Exit Exam. [Thesis]. University of North Texas; 2006. Available from: https://digital.library.unt.edu/ark:/67531/metadc5284/

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

.