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You searched for subject:(critics of high stakes testing). Showing records 1 – 30 of 261439 total matches.

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Texas A&M University

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

Degree: 2009, Texas A&M University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Denny, III, Davis McCall. “The impact of state-mandated standard-based.” 2009. Thesis, Texas A&M University. Accessed June 15, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-3146.

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

MLA Handbook (7th Edition):

Denny, III, Davis McCall. “The impact of state-mandated standard-based.” 2009. Web. 15 Jun 2019.

Vancouver:

Denny, III DM. The impact of state-mandated standard-based. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3146.

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

Council of Science Editors:

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

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


Virginia Tech

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Coppage-Miller, Jacqueline C. “Perceptions of Middle and High School Principals in Virginia on High-Stakes Testing.” 2014. Doctoral Dissertation, Virginia Tech. Accessed June 15, 2019. http://hdl.handle.net/10919/56674.

MLA Handbook (7th Edition):

Coppage-Miller, Jacqueline C. “Perceptions of Middle and High School Principals in Virginia on High-Stakes Testing.” 2014. Web. 15 Jun 2019.

Vancouver:

Coppage-Miller JC. Perceptions of Middle and High School Principals in Virginia on High-Stakes Testing. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10919/56674.

Council of Science Editors:

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


Virginia Tech

3. Susbury, Sarah Jane. Virginia's Implementation of Web-based High-stakes Testing in Public Education.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 The purpose of this study was to investigate how online testing was implemented within a statewide high-stakes testing program in Virginia's public education system. Virginia's… (more)

Subjects/Keywords: Web-based; Online; Assessment; Standards of Learning; High-stakes; Testing; Virginia; Statewide

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APA (6th Edition):

Susbury, S. J. (2015). Virginia's Implementation of Web-based High-stakes Testing in Public Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51769

Chicago Manual of Style (16th Edition):

Susbury, Sarah Jane. “Virginia's Implementation of Web-based High-stakes Testing in Public Education.” 2015. Doctoral Dissertation, Virginia Tech. Accessed June 15, 2019. http://hdl.handle.net/10919/51769.

MLA Handbook (7th Edition):

Susbury, Sarah Jane. “Virginia's Implementation of Web-based High-stakes Testing in Public Education.” 2015. Web. 15 Jun 2019.

Vancouver:

Susbury SJ. Virginia's Implementation of Web-based High-stakes Testing in Public Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10919/51769.

Council of Science Editors:

Susbury SJ. Virginia's Implementation of Web-based High-stakes Testing in Public Education. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/51769


California State University – Sacramento

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Seale, Craig Allen. “Commoditizing education: the validity of testing practices at an urban elementary school.” 2010. Masters Thesis, California State University – Sacramento. Accessed June 15, 2019. http://hdl.handle.net/10211.9/221.

MLA Handbook (7th Edition):

Seale, Craig Allen. “Commoditizing education: the validity of testing practices at an urban elementary school.” 2010. Web. 15 Jun 2019.

Vancouver:

Seale CA. Commoditizing education: the validity of testing practices at an urban elementary school. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10211.9/221.

Council of Science Editors:

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

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

Degree: 2012, California State University – San Marcos

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Versteeg, Peter. “Effect of Social Studies and Science Instruction on Elementary Reading Comprehension .” 2012. Thesis, California State University – San Marcos. Accessed June 15, 2019. http://hdl.handle.net/10211.8/167.

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

MLA Handbook (7th Edition):

Versteeg, Peter. “Effect of Social Studies and Science Instruction on Elementary Reading Comprehension .” 2012. Web. 15 Jun 2019.

Vancouver:

Versteeg P. Effect of Social Studies and Science Instruction on Elementary Reading Comprehension . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10211.8/167.

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

Council of Science Editors:

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

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


University of Houston

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Acosta, Jesus B 1974-. “The Effect of the Texas Student Success Initiative on Dropouts and Student Retention at a District in the Northeast Area of Harris County.” 2012. Thesis, University of Houston. Accessed June 15, 2019. http://hdl.handle.net/10657/608.

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

MLA Handbook (7th Edition):

Acosta, Jesus B 1974-. “The Effect of the Texas Student Success Initiative on Dropouts and Student Retention at a District in the Northeast Area of Harris County.” 2012. Web. 15 Jun 2019.

Vancouver:

Acosta JB1. The Effect of the Texas Student Success Initiative on Dropouts and Student Retention at a District in the Northeast Area of Harris County. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10657/608.

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

Council of Science Editors:

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

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


Loyola University Chicago

7. 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 June 15, 2019. http://ecommons.luc.edu/luc_theses/2617.

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

MLA Handbook (7th Edition):

Cechowski, Julianna Marie. “High-Stakes Testing: The Student Voice.” 2014. Web. 15 Jun 2019.

Vancouver:

Cechowski JM. High-Stakes Testing: The Student Voice. [Internet] [Thesis]. Loyola University Chicago; 2014. [cited 2019 Jun 15]. Available from: http://ecommons.luc.edu/luc_theses/2617.

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

Council of Science Editors:

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

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


Mississippi State University

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

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

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

Subjects/Keywords: high-stakes testing

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Buchanan, John Alexander. “THE IMPACT OF THE HIGH-STAKES MISSISSIPPI CURRICULUM TEST ON TEACHERS INSTRUCTIONAL PRACTICES.” 2007. Doctoral Dissertation, Mississippi State University. Accessed June 15, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-03192007-160523/ ;.

MLA Handbook (7th Edition):

Buchanan, John Alexander. “THE IMPACT OF THE HIGH-STAKES MISSISSIPPI CURRICULUM TEST ON TEACHERS INSTRUCTIONAL PRACTICES.” 2007. Web. 15 Jun 2019.

Vancouver:

Buchanan JA. THE IMPACT OF THE HIGH-STAKES MISSISSIPPI CURRICULUM TEST ON TEACHERS INSTRUCTIONAL PRACTICES. [Internet] [Doctoral dissertation]. Mississippi State University; 2007. [cited 2019 Jun 15]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03192007-160523/ ;.

Council of Science Editors:

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


Texas A&M University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Alonzo, Elias. “Teacher Perceptions Regarding Administrative Decision-Making at a Predominately Mexican American High School in Academic Jeopardy.” 2017. Doctoral Dissertation, Texas A&M University. Accessed June 15, 2019. http://hdl.handle.net/1969.1/169625.

MLA Handbook (7th Edition):

Alonzo, Elias. “Teacher Perceptions Regarding Administrative Decision-Making at a Predominately Mexican American High School in Academic Jeopardy.” 2017. Web. 15 Jun 2019.

Vancouver:

Alonzo E. Teacher Perceptions Regarding Administrative Decision-Making at a Predominately Mexican American High School in Academic Jeopardy. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/1969.1/169625.

Council of Science Editors:

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


University of Texas – Austin

10. 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 15, 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. 15 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 15]. 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


Georgia Southern University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Brown, Doriastino Cheely. “A Georgia's School Districts Grades 3-5 Teachers' and Principals' Perceptions Regarding On-Line Georgia Milestones Testing.” 2018. Doctoral Dissertation, Georgia Southern University. Accessed June 15, 2019. https://digitalcommons.georgiasouthern.edu/etd/1813.

MLA Handbook (7th Edition):

Brown, Doriastino Cheely. “A Georgia's School Districts Grades 3-5 Teachers' and Principals' Perceptions Regarding On-Line Georgia Milestones Testing.” 2018. Web. 15 Jun 2019.

Vancouver:

Brown DC. A Georgia's School Districts Grades 3-5 Teachers' and Principals' Perceptions Regarding On-Line Georgia Milestones Testing. [Internet] [Doctoral dissertation]. Georgia Southern University; 2018. [cited 2019 Jun 15]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1813.

Council of Science Editors:

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


Mississippi State University

12. 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 June 15, 2019. 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. 15 Jun 2019.

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 2019 Jun 15]. 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 Texas – Austin

13. 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 15, 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. 15 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 15]. 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


Kent State University

14. Greene, Carie Cseak. Third Grade Teachers’ Experiences in Preparing for and Interacting with the Ohio Achievement Assessment: A Hermeneutic Phenomenological Study of the Effects of the 2001 No Child Left Behind Act.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies, 2011, Kent State University

  This research explored the experiences of four third grade teachers since the 2003 inception of the Third Grade Ohio Achievement Test (OAT) and the… (more)

Subjects/Keywords: Education; Educational Evaluation; Educational Tests and Measurements; Education Policy; Elementary Education; Literacy; Philosophy; Public Policy; Social Research; Teacher Education; Teaching; No Child Left Behind Law (NCLB); state-mandated testing; effects of high-stakes testing; Ohio Achievement Assessment; effects of high-stakes testing on teacher morale; achievement gap

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APA (6th Edition):

Greene, C. C. (2011). Third Grade Teachers’ Experiences in Preparing for and Interacting with the Ohio Achievement Assessment: A Hermeneutic Phenomenological Study of the Effects of the 2001 No Child Left Behind Act. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1310138535

Chicago Manual of Style (16th Edition):

Greene, Carie Cseak. “Third Grade Teachers’ Experiences in Preparing for and Interacting with the Ohio Achievement Assessment: A Hermeneutic Phenomenological Study of the Effects of the 2001 No Child Left Behind Act.” 2011. Doctoral Dissertation, Kent State University. Accessed June 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1310138535.

MLA Handbook (7th Edition):

Greene, Carie Cseak. “Third Grade Teachers’ Experiences in Preparing for and Interacting with the Ohio Achievement Assessment: A Hermeneutic Phenomenological Study of the Effects of the 2001 No Child Left Behind Act.” 2011. Web. 15 Jun 2019.

Vancouver:

Greene CC. Third Grade Teachers’ Experiences in Preparing for and Interacting with the Ohio Achievement Assessment: A Hermeneutic Phenomenological Study of the Effects of the 2001 No Child Left Behind Act. [Internet] [Doctoral dissertation]. Kent State University; 2011. [cited 2019 Jun 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1310138535.

Council of Science Editors:

Greene CC. Third Grade Teachers’ Experiences in Preparing for and Interacting with the Ohio Achievement Assessment: A Hermeneutic Phenomenological Study of the Effects of the 2001 No Child Left Behind Act. [Doctoral Dissertation]. Kent State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1310138535


Arizona State University

15. Tracy, Gladys Yazzie. Native American Students' Perceptions of High-Stakes Testing in New Mexcio.

Degree: EdD, Educational Administration and Supervision, 2012, Arizona State University

 Given the political and public demands for accountability, using the voices of students from the frontlines, this study investigated student perceptions of New Mexico's high-stakes(more)

Subjects/Keywords: Educational tests &; measurements; Educational leadership; Educational psychology; Counter-storytelling; Critical Race Theory; high-stakes testing; Native American students; New Mexcio Testing; Students'; perception of testing

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APA (6th Edition):

Tracy, G. Y. (2012). Native American Students' Perceptions of High-Stakes Testing in New Mexcio. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14545

Chicago Manual of Style (16th Edition):

Tracy, Gladys Yazzie. “Native American Students' Perceptions of High-Stakes Testing in New Mexcio.” 2012. Doctoral Dissertation, Arizona State University. Accessed June 15, 2019. http://repository.asu.edu/items/14545.

MLA Handbook (7th Edition):

Tracy, Gladys Yazzie. “Native American Students' Perceptions of High-Stakes Testing in New Mexcio.” 2012. Web. 15 Jun 2019.

Vancouver:

Tracy GY. Native American Students' Perceptions of High-Stakes Testing in New Mexcio. [Internet] [Doctoral dissertation]. Arizona State University; 2012. [cited 2019 Jun 15]. Available from: http://repository.asu.edu/items/14545.

Council of Science Editors:

Tracy GY. Native American Students' Perceptions of High-Stakes Testing in New Mexcio. [Doctoral Dissertation]. Arizona State University; 2012. Available from: http://repository.asu.edu/items/14545


Miami University

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

Degree: PhD, Educational Leadership, 2012, Miami University

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Haerr, Catherine. “Teacher Narratives of Resistance: Maintaining Professional Autonomy within the (Curriculum and) Pedagogy of High-Stakes Testing.” 2012. Doctoral Dissertation, Miami University. Accessed June 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1354218011.

MLA Handbook (7th Edition):

Haerr, Catherine. “Teacher Narratives of Resistance: Maintaining Professional Autonomy within the (Curriculum and) Pedagogy of High-Stakes Testing.” 2012. Web. 15 Jun 2019.

Vancouver:

Haerr C. Teacher Narratives of Resistance: Maintaining Professional Autonomy within the (Curriculum and) Pedagogy of High-Stakes Testing. [Internet] [Doctoral dissertation]. Miami University; 2012. [cited 2019 Jun 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1354218011.

Council of Science Editors:

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


University of Alberta

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Melnyk, Tracy. “The English 30-1 Diploma Exam: Assessment practices and pedagogy.” 2012. Masters Thesis, University of Alberta. Accessed June 15, 2019. https://era.library.ualberta.ca/files/dr26xx448.

MLA Handbook (7th Edition):

Melnyk, Tracy. “The English 30-1 Diploma Exam: Assessment practices and pedagogy.” 2012. Web. 15 Jun 2019.

Vancouver:

Melnyk T. The English 30-1 Diploma Exam: Assessment practices and pedagogy. [Internet] [Masters thesis]. University of Alberta; 2012. [cited 2019 Jun 15]. Available from: https://era.library.ualberta.ca/files/dr26xx448.

Council of Science Editors:

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


Texas A&M University

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

Degree: 2015, Texas A&M University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Gallegos, Cristal I. “An Investigation of Stress Experienced by the Novice Teacher.” 2015. Thesis, Texas A&M University. Accessed June 15, 2019. http://hdl.handle.net/1969.1/161247.

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

MLA Handbook (7th Edition):

Gallegos, Cristal I. “An Investigation of Stress Experienced by the Novice Teacher.” 2015. Web. 15 Jun 2019.

Vancouver:

Gallegos CI. An Investigation of Stress Experienced by the Novice Teacher. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/1969.1/161247.

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

Council of Science Editors:

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

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


Texas A&M University

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

Degree: 2011, Texas A&M University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Acosta, Sandra. “High-Stakes Reading Assessment and English Oral Language Development: A Study of Third Grade English Language Learners in a Texas School District.” 2011. Thesis, Texas A&M University. Accessed June 15, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8043.

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

MLA Handbook (7th Edition):

Acosta, Sandra. “High-Stakes Reading Assessment and English Oral Language Development: A Study of Third Grade English Language Learners in a Texas School District.” 2011. Web. 15 Jun 2019.

Vancouver:

Acosta S. High-Stakes Reading Assessment and English Oral Language Development: A Study of Third Grade English Language Learners in a Texas School District. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8043.

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

Council of Science Editors:

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

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


University of Kansas

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Ralston, Amie Beth. “The Implications of NCLB for Gifted Education: One District's Story.” 2013. Doctoral Dissertation, University of Kansas. Accessed June 15, 2019. http://hdl.handle.net/1808/15112.

MLA Handbook (7th Edition):

Ralston, Amie Beth. “The Implications of NCLB for Gifted Education: One District's Story.” 2013. Web. 15 Jun 2019.

Vancouver:

Ralston AB. The Implications of NCLB for Gifted Education: One District's Story. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/1808/15112.

Council of Science Editors:

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


University of Louisville

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

Degree: PhD, 2016, University of Louisville

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Raney, Michael. “Knowledge of algebra for teaching quadratic equations : the impact of knowledge dimensions on planning and pedagogical strategies.” 2016. Doctoral Dissertation, University of Louisville. Accessed June 15, 2019. 10.18297/etd/2563 ; https://ir.library.louisville.edu/etd/2563.

MLA Handbook (7th Edition):

Raney, Michael. “Knowledge of algebra for teaching quadratic equations : the impact of knowledge dimensions on planning and pedagogical strategies.” 2016. Web. 15 Jun 2019.

Vancouver:

Raney M. Knowledge of algebra for teaching quadratic equations : the impact of knowledge dimensions on planning and pedagogical strategies. [Internet] [Doctoral dissertation]. University of Louisville; 2016. [cited 2019 Jun 15]. Available from: 10.18297/etd/2563 ; https://ir.library.louisville.edu/etd/2563.

Council of Science Editors:

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


Louisiana State University

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

Degree: PhD, Psychology, 2009, Louisiana State University

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Henderson, Marie Young. “Predicting performance on high stakes testing: validity and accuracy of curriculum-based measurement of reading and writing.” 2009. Doctoral Dissertation, Louisiana State University. Accessed June 15, 2019. etd-07032009-143701 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2067.

MLA Handbook (7th Edition):

Henderson, Marie Young. “Predicting performance on high stakes testing: validity and accuracy of curriculum-based measurement of reading and writing.” 2009. Web. 15 Jun 2019.

Vancouver:

Henderson MY. Predicting performance on high stakes testing: validity and accuracy of curriculum-based measurement of reading and writing. [Internet] [Doctoral dissertation]. Louisiana State University; 2009. [cited 2019 Jun 15]. Available from: etd-07032009-143701 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2067.

Council of Science Editors:

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


University of California – Riverside

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

Degree: Education, 2014, University of California – Riverside

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Dela Victoria, Leigh McNeill. “Exploring the Nature of Teacher Professionalism in an Era of High-Stakes Accountability.” 2014. Thesis, University of California – Riverside. Accessed June 15, 2019. http://www.escholarship.org/uc/item/6d6886d2.

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

MLA Handbook (7th Edition):

Dela Victoria, Leigh McNeill. “Exploring the Nature of Teacher Professionalism in an Era of High-Stakes Accountability.” 2014. Web. 15 Jun 2019.

Vancouver:

Dela Victoria LM. Exploring the Nature of Teacher Professionalism in an Era of High-Stakes Accountability. [Internet] [Thesis]. University of California – Riverside; 2014. [cited 2019 Jun 15]. Available from: http://www.escholarship.org/uc/item/6d6886d2.

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

Council of Science Editors:

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

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


University of Tennessee – Knoxville

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

Degree: 2017, University of Tennessee – Knoxville

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Franklin, Trisha Danielle. “Predicting Academic Performance on High-Stakes Tests: Development of the Brief Behavior, Academic, and Social Screener (B-BASS).” 2017. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed June 15, 2019. https://trace.tennessee.edu/utk_graddiss/4621.

MLA Handbook (7th Edition):

Franklin, Trisha Danielle. “Predicting Academic Performance on High-Stakes Tests: Development of the Brief Behavior, Academic, and Social Screener (B-BASS).” 2017. Web. 15 Jun 2019.

Vancouver:

Franklin TD. Predicting Academic Performance on High-Stakes Tests: Development of the Brief Behavior, Academic, and Social Screener (B-BASS). [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2017. [cited 2019 Jun 15]. Available from: https://trace.tennessee.edu/utk_graddiss/4621.

Council of Science Editors:

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

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

Degree: 2016, University of Manchester

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Burnitt, Michael Thomas. “Primary Headteachers: Perceptions on Standards, Accountability and School Context.” 2016. Doctoral Dissertation, University of Manchester. Accessed June 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305336.

MLA Handbook (7th Edition):

Burnitt, Michael Thomas. “Primary Headteachers: Perceptions on Standards, Accountability and School Context.” 2016. Web. 15 Jun 2019.

Vancouver:

Burnitt MT. Primary Headteachers: Perceptions on Standards, Accountability and School Context. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2019 Jun 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305336.

Council of Science Editors:

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


University of Manchester

26. Burnitt, Michael Thomas. Primary headteachers : perceptions on standards, accountability and school context.

Degree: Thesis (EdD), 2016, University of Manchester

 The continuing improvement in standards and the associated direct school accountability has been at the forefront of school policy since the introduction of the Education… (more)

Subjects/Keywords: 372.12; Headteachers; accountability; High Stakes Testing; standards; performativity; context

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

APA (6th Edition):

Burnitt, M. T. (2016). Primary headteachers : perceptions on standards, accountability and school context. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/primary-headteachers-perceptions-on-standards-accountability-and-school-context(9f85bd4c-fdb5-4234-a7f0-5f5f97580b60).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.697759

Chicago Manual of Style (16th Edition):

Burnitt, Michael Thomas. “Primary headteachers : perceptions on standards, accountability and school context.” 2016. Doctoral Dissertation, University of Manchester. Accessed June 15, 2019. https://www.research.manchester.ac.uk/portal/en/theses/primary-headteachers-perceptions-on-standards-accountability-and-school-context(9f85bd4c-fdb5-4234-a7f0-5f5f97580b60).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.697759.

MLA Handbook (7th Edition):

Burnitt, Michael Thomas. “Primary headteachers : perceptions on standards, accountability and school context.” 2016. Web. 15 Jun 2019.

Vancouver:

Burnitt MT. Primary headteachers : perceptions on standards, accountability and school context. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2019 Jun 15]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/primary-headteachers-perceptions-on-standards-accountability-and-school-context(9f85bd4c-fdb5-4234-a7f0-5f5f97580b60).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.697759.

Council of Science Editors:

Burnitt MT. Primary headteachers : perceptions on standards, accountability and school context. [Doctoral Dissertation]. University of Manchester; 2016. Available from: https://www.research.manchester.ac.uk/portal/en/theses/primary-headteachers-perceptions-on-standards-accountability-and-school-context(9f85bd4c-fdb5-4234-a7f0-5f5f97580b60).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.697759


Virginia Tech

27. Nichols-Cocke, Cathy Marie. Controversial Issues in United States History Classrooms: Teachers' Perspectives.

Degree: PhD, Teaching and Learning, 2014, Virginia Tech

 The purpose of this study was to understand how secondary level United States History teachers approached controversial issues in their standards-based, high-stakes testing classrooms. Controversial… (more)

Subjects/Keywords: controversial issues; secondary level; standards-based; high-stakes testing

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APA (6th Edition):

Nichols-Cocke, C. M. (2014). Controversial Issues in United States History Classrooms: Teachers' Perspectives. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/47795

Chicago Manual of Style (16th Edition):

Nichols-Cocke, Cathy Marie. “Controversial Issues in United States History Classrooms: Teachers' Perspectives.” 2014. Doctoral Dissertation, Virginia Tech. Accessed June 15, 2019. http://hdl.handle.net/10919/47795.

MLA Handbook (7th Edition):

Nichols-Cocke, Cathy Marie. “Controversial Issues in United States History Classrooms: Teachers' Perspectives.” 2014. Web. 15 Jun 2019.

Vancouver:

Nichols-Cocke CM. Controversial Issues in United States History Classrooms: Teachers' Perspectives. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10919/47795.

Council of Science Editors:

Nichols-Cocke CM. Controversial Issues in United States History Classrooms: Teachers' Perspectives. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/47795

28. Krolak, Michael J. An historical and legal review of high-stakes testing.

Degree: EdD, Educational Administration and Policy, 2013, University of Georgia

 The high-stakes testing of students is now a multi-billion dollar industry with multi-billion dollar consequences. Since the provisions of the NCLB ratcheted up accountability for… (more)

Subjects/Keywords: High-stakes testing

…the Problem The high-stakes testing of students is now a multi-billion dollar industry with… …consequences of the results. High-stakes testing is, “When significant educational paths or choices… …challenges to some aspect of high-stakes testing such as: Racial and cultural bias (Larry P. v… …testing and its impacts on students. The study is a legal review of high-stakes and how… …generation of students. High-stakes testing did not just evolve overnight; there are landmark cases… 

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

APA (6th Edition):

Krolak, M. J. (2013). An historical and legal review of high-stakes testing. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/krolak_michael_j_201312_edd

Chicago Manual of Style (16th Edition):

Krolak, Michael J. “An historical and legal review of high-stakes testing.” 2013. Doctoral Dissertation, University of Georgia. Accessed June 15, 2019. http://purl.galileo.usg.edu/uga_etd/krolak_michael_j_201312_edd.

MLA Handbook (7th Edition):

Krolak, Michael J. “An historical and legal review of high-stakes testing.” 2013. Web. 15 Jun 2019.

Vancouver:

Krolak MJ. An historical and legal review of high-stakes testing. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2019 Jun 15]. Available from: http://purl.galileo.usg.edu/uga_etd/krolak_michael_j_201312_edd.

Council of Science Editors:

Krolak MJ. An historical and legal review of high-stakes testing. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/krolak_michael_j_201312_edd


Queens University

29. Song, Xiaomei. TEST FAIRNESS IN A LARGE-SCALE HIGH-STAKES LANGUAGE TEST .

Degree: Education, 2014, Queens University

 Inquiry into fairness of a test has been recognized as an important research activity to direct efforts to reduce bias and discrimination against certain groups… (more)

Subjects/Keywords: stakeholder perceptions; DIF; high stakes testing; test fairness

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

APA (6th Edition):

Song, X. (2014). TEST FAIRNESS IN A LARGE-SCALE HIGH-STAKES LANGUAGE TEST . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/12229

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):

Song, Xiaomei. “TEST FAIRNESS IN A LARGE-SCALE HIGH-STAKES LANGUAGE TEST .” 2014. Thesis, Queens University. Accessed June 15, 2019. http://hdl.handle.net/1974/12229.

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

MLA Handbook (7th Edition):

Song, Xiaomei. “TEST FAIRNESS IN A LARGE-SCALE HIGH-STAKES LANGUAGE TEST .” 2014. Web. 15 Jun 2019.

Vancouver:

Song X. TEST FAIRNESS IN A LARGE-SCALE HIGH-STAKES LANGUAGE TEST . [Internet] [Thesis]. Queens University; 2014. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/1974/12229.

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

Council of Science Editors:

Song X. TEST FAIRNESS IN A LARGE-SCALE HIGH-STAKES LANGUAGE TEST . [Thesis]. Queens University; 2014. Available from: http://hdl.handle.net/1974/12229

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


University of Texas – Austin

30. Ren, Han. Academic achievement outcomes of Latino English-language learners in Texas: a longitudinal analysis.

Degree: Educational Psychology, 2015, 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 ELL identification, program placement, and… (more)

Subjects/Keywords: English Language Learners; Achievement; High-stakes testing; Bilingual education

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

APA (6th Edition):

Ren, H. (2015). Academic achievement outcomes of Latino English-language learners in Texas: a longitudinal analysis. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32828

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 Latino English-language learners in Texas: a longitudinal analysis.” 2015. Thesis, University of Texas – Austin. Accessed June 15, 2019. http://hdl.handle.net/2152/32828.

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 Latino English-language learners in Texas: a longitudinal analysis.” 2015. Web. 15 Jun 2019.

Vancouver:

Ren H. Academic achievement outcomes of Latino English-language learners in Texas: a longitudinal analysis. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/2152/32828.

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 Latino English-language learners in Texas: a longitudinal analysis. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/32828

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

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