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You searched for subject:(standardized assessment). Showing records 1 – 30 of 115 total matches.

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1. Bailey, Hannah; Giacona, Noelle M. Arts-Based Assessments and Projective Tests: An Interpretation of Self.

Degree: MA, Marital and Family Therapy, 2019, Loyola Marymount University

  This research seeks to understand the relationship between arts-based assessments and perception of self through exploration of participants’ interpretations of their own animal drawings.… (more)

Subjects/Keywords: personality assessment; projective test; arts-based assessment; standardized assessment; non-standardized assessment; interpretation; art therapy; Art Therapy

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APA (6th Edition):

Bailey, Hannah; Giacona, N. M. (2019). Arts-Based Assessments and Projective Tests: An Interpretation of Self. (Masters Thesis). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/825

Chicago Manual of Style (16th Edition):

Bailey, Hannah; Giacona, Noelle M. “Arts-Based Assessments and Projective Tests: An Interpretation of Self.” 2019. Masters Thesis, Loyola Marymount University. Accessed December 16, 2019. https://digitalcommons.lmu.edu/etd/825.

MLA Handbook (7th Edition):

Bailey, Hannah; Giacona, Noelle M. “Arts-Based Assessments and Projective Tests: An Interpretation of Self.” 2019. Web. 16 Dec 2019.

Vancouver:

Bailey, Hannah; Giacona NM. Arts-Based Assessments and Projective Tests: An Interpretation of Self. [Internet] [Masters thesis]. Loyola Marymount University; 2019. [cited 2019 Dec 16]. Available from: https://digitalcommons.lmu.edu/etd/825.

Council of Science Editors:

Bailey, Hannah; Giacona NM. Arts-Based Assessments and Projective Tests: An Interpretation of Self. [Masters Thesis]. Loyola Marymount University; 2019. Available from: https://digitalcommons.lmu.edu/etd/825

2. Mickelson, Miriam. The Relationship Between Student Performance on a Reading Progress Monitoring Measure and the Washington State Standardized Test.

Degree: 2016, Seattle Pacific University

 Some experts and educators believe that learning to read is critical to success in and out of school (Lonigan & Phillips, 2015; Nation and Norbury,… (more)

Subjects/Keywords: interim assessment; benchmark assessment; progress monitoring measure; curriculum-based assessment; standardized assessment; Curriculum and Instruction

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APA (6th Edition):

Mickelson, M. (2016). The Relationship Between Student Performance on a Reading Progress Monitoring Measure and the Washington State Standardized Test. (Thesis). Seattle Pacific University. Retrieved from https://digitalcommons.spu.edu/soe_etd/15

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):

Mickelson, Miriam. “The Relationship Between Student Performance on a Reading Progress Monitoring Measure and the Washington State Standardized Test.” 2016. Thesis, Seattle Pacific University. Accessed December 16, 2019. https://digitalcommons.spu.edu/soe_etd/15.

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

MLA Handbook (7th Edition):

Mickelson, Miriam. “The Relationship Between Student Performance on a Reading Progress Monitoring Measure and the Washington State Standardized Test.” 2016. Web. 16 Dec 2019.

Vancouver:

Mickelson M. The Relationship Between Student Performance on a Reading Progress Monitoring Measure and the Washington State Standardized Test. [Internet] [Thesis]. Seattle Pacific University; 2016. [cited 2019 Dec 16]. Available from: https://digitalcommons.spu.edu/soe_etd/15.

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

Council of Science Editors:

Mickelson M. The Relationship Between Student Performance on a Reading Progress Monitoring Measure and the Washington State Standardized Test. [Thesis]. Seattle Pacific University; 2016. Available from: https://digitalcommons.spu.edu/soe_etd/15

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


Boise State University

3. McLane, Lacy Noel. An Examination of the Relationship Between the Vallivue School District Reading Benchmark and the Idaho Standardized Achievement Test.

Degree: 2012, Boise State University

 Vallivue School District designed and implemented a benchmark assessment system to predict student achievement on the Idaho Standardized Achievement Tests. This study analyzed the reading… (more)

Subjects/Keywords: Formative assessment; Standardized assessment; Correlational analysis; Other Education

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APA (6th Edition):

McLane, L. N. (2012). An Examination of the Relationship Between the Vallivue School District Reading Benchmark and the Idaho Standardized Achievement Test. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/730

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):

McLane, Lacy Noel. “An Examination of the Relationship Between the Vallivue School District Reading Benchmark and the Idaho Standardized Achievement Test.” 2012. Thesis, Boise State University. Accessed December 16, 2019. https://scholarworks.boisestate.edu/td/730.

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

MLA Handbook (7th Edition):

McLane, Lacy Noel. “An Examination of the Relationship Between the Vallivue School District Reading Benchmark and the Idaho Standardized Achievement Test.” 2012. Web. 16 Dec 2019.

Vancouver:

McLane LN. An Examination of the Relationship Between the Vallivue School District Reading Benchmark and the Idaho Standardized Achievement Test. [Internet] [Thesis]. Boise State University; 2012. [cited 2019 Dec 16]. Available from: https://scholarworks.boisestate.edu/td/730.

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

Council of Science Editors:

McLane LN. An Examination of the Relationship Between the Vallivue School District Reading Benchmark and the Idaho Standardized Achievement Test. [Thesis]. Boise State University; 2012. Available from: https://scholarworks.boisestate.edu/td/730

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


East Tennessee State University

4. Sampson, Brooke. TCAP Assessment in Correlation with and as Compared by STAR Assessment.

Degree: EdD (Doctor of Education), Educational Leadership, 2018, East Tennessee State University

  The purpose of the study was twofold. The first purpose of the study was to determine if a correlation existed between the Standardized Test… (more)

Subjects/Keywords: STAR assessment; TCAP assessment; standardized assessment; assessment correlation; math; reading; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Sampson, B. (2018). TCAP Assessment in Correlation with and as Compared by STAR Assessment. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3364

Chicago Manual of Style (16th Edition):

Sampson, Brooke. “TCAP Assessment in Correlation with and as Compared by STAR Assessment.” 2018. Doctoral Dissertation, East Tennessee State University. Accessed December 16, 2019. https://dc.etsu.edu/etd/3364.

MLA Handbook (7th Edition):

Sampson, Brooke. “TCAP Assessment in Correlation with and as Compared by STAR Assessment.” 2018. Web. 16 Dec 2019.

Vancouver:

Sampson B. TCAP Assessment in Correlation with and as Compared by STAR Assessment. [Internet] [Doctoral dissertation]. East Tennessee State University; 2018. [cited 2019 Dec 16]. Available from: https://dc.etsu.edu/etd/3364.

Council of Science Editors:

Sampson B. TCAP Assessment in Correlation with and as Compared by STAR Assessment. [Doctoral Dissertation]. East Tennessee State University; 2018. Available from: https://dc.etsu.edu/etd/3364

5. Bolton, Courtney Carlisle. An Examination of Play-Based Assessment to Determine Social-Emotional Functioning in Early Childhood.

Degree: 2015, University of California – eScholarship, University of California

 More than 80% of psychologists report using alternative assessment measures in place of, or to supplement, traditional standardized assessments to evaluate young children for special… (more)

Subjects/Keywords: Psychology; Developmental psychology; Early childhood education; alternative assessment; assessment; early identification; play-based assessment; social-emotional assessment; standardized assessment

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APA (6th Edition):

Bolton, C. C. (2015). An Examination of Play-Based Assessment to Determine Social-Emotional Functioning in Early Childhood. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/32v7m73r

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):

Bolton, Courtney Carlisle. “An Examination of Play-Based Assessment to Determine Social-Emotional Functioning in Early Childhood.” 2015. Thesis, University of California – eScholarship, University of California. Accessed December 16, 2019. http://www.escholarship.org/uc/item/32v7m73r.

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

MLA Handbook (7th Edition):

Bolton, Courtney Carlisle. “An Examination of Play-Based Assessment to Determine Social-Emotional Functioning in Early Childhood.” 2015. Web. 16 Dec 2019.

Vancouver:

Bolton CC. An Examination of Play-Based Assessment to Determine Social-Emotional Functioning in Early Childhood. [Internet] [Thesis]. University of California – eScholarship, University of California; 2015. [cited 2019 Dec 16]. Available from: http://www.escholarship.org/uc/item/32v7m73r.

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

Council of Science Editors:

Bolton CC. An Examination of Play-Based Assessment to Determine Social-Emotional Functioning in Early Childhood. [Thesis]. University of California – eScholarship, University of California; 2015. Available from: http://www.escholarship.org/uc/item/32v7m73r

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


California State University – Sacramento

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Moraes, Rachel M Walmer. “A pedagogy of respect and a search for democracy: equalizing California's educational system.” 2011. Masters Thesis, California State University – Sacramento. Accessed December 16, 2019. http://hdl.handle.net/10211.9/866.

MLA Handbook (7th Edition):

Moraes, Rachel M Walmer. “A pedagogy of respect and a search for democracy: equalizing California's educational system.” 2011. Web. 16 Dec 2019.

Vancouver:

Moraes RMW. A pedagogy of respect and a search for democracy: equalizing California's educational system. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2019 Dec 16]. Available from: http://hdl.handle.net/10211.9/866.

Council of Science Editors:

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


Case Western Reserve University

7. Rawlings, Mary A. Assessing Direct Practice Skill Performance in Undergraduate Social Work Education Using Standardized Clients and Self-Reported Self-Efficacy.

Degree: PhD, Social Welfare, 2008, Case Western Reserve University

 Entering and exiting Bachelor of Social Work students were compared to determine if participation in an accredited BSW program predicted both higher social work direct… (more)

Subjects/Keywords: Social Work; Outcome Assessment; Standardized Clients; Self-Efficacy

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APA (6th Edition):

Rawlings, M. A. (2008). Assessing Direct Practice Skill Performance in Undergraduate Social Work Education Using Standardized Clients and Self-Reported Self-Efficacy. (Doctoral Dissertation). Case Western Reserve University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=case1216156818

Chicago Manual of Style (16th Edition):

Rawlings, Mary A. “Assessing Direct Practice Skill Performance in Undergraduate Social Work Education Using Standardized Clients and Self-Reported Self-Efficacy.” 2008. Doctoral Dissertation, Case Western Reserve University. Accessed December 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1216156818.

MLA Handbook (7th Edition):

Rawlings, Mary A. “Assessing Direct Practice Skill Performance in Undergraduate Social Work Education Using Standardized Clients and Self-Reported Self-Efficacy.” 2008. Web. 16 Dec 2019.

Vancouver:

Rawlings MA. Assessing Direct Practice Skill Performance in Undergraduate Social Work Education Using Standardized Clients and Self-Reported Self-Efficacy. [Internet] [Doctoral dissertation]. Case Western Reserve University; 2008. [cited 2019 Dec 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1216156818.

Council of Science Editors:

Rawlings MA. Assessing Direct Practice Skill Performance in Undergraduate Social Work Education Using Standardized Clients and Self-Reported Self-Efficacy. [Doctoral Dissertation]. Case Western Reserve University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1216156818


Liberty University

8. Scott, Jessica M. Standardized High School Assessments as an Indicator of Academic Preparedness in First-Year University Students.

Degree: 2018, Liberty University

 SAT scores have a role in whether or not high school graduates get accepted into the school of their choice, as well as the program… (more)

Subjects/Keywords: SAT; Standardized; Assessment; PA Keystone University Preparedness; Education; Educational Leadership

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

APA (6th Edition):

Scott, J. M. (2018). Standardized High School Assessments as an Indicator of Academic Preparedness in First-Year University Students. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1919

Chicago Manual of Style (16th Edition):

Scott, Jessica M. “Standardized High School Assessments as an Indicator of Academic Preparedness in First-Year University Students.” 2018. Doctoral Dissertation, Liberty University. Accessed December 16, 2019. https://digitalcommons.liberty.edu/doctoral/1919.

MLA Handbook (7th Edition):

Scott, Jessica M. “Standardized High School Assessments as an Indicator of Academic Preparedness in First-Year University Students.” 2018. Web. 16 Dec 2019.

Vancouver:

Scott JM. Standardized High School Assessments as an Indicator of Academic Preparedness in First-Year University Students. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Dec 16]. Available from: https://digitalcommons.liberty.edu/doctoral/1919.

Council of Science Editors:

Scott JM. Standardized High School Assessments as an Indicator of Academic Preparedness in First-Year University Students. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1919


East Tennessee State University

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Hodges, Candace D. “TCAP and Scantron Achievement Series Reading Tests: Comparison and Uses in a Tennessee School System.” 2014. Thesis, East Tennessee State University. Accessed December 16, 2019. https://dc.etsu.edu/etd/2431.

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

MLA Handbook (7th Edition):

Hodges, Candace D. “TCAP and Scantron Achievement Series Reading Tests: Comparison and Uses in a Tennessee School System.” 2014. Web. 16 Dec 2019.

Vancouver:

Hodges CD. TCAP and Scantron Achievement Series Reading Tests: Comparison and Uses in a Tennessee School System. [Internet] [Thesis]. East Tennessee State University; 2014. [cited 2019 Dec 16]. Available from: https://dc.etsu.edu/etd/2431.

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

Council of Science Editors:

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

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


University of Houston

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Linden, Nancy Ellen 1965-. “COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS.” 2013. Thesis, University of Houston. Accessed December 16, 2019. http://hdl.handle.net/10657/1032.

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

MLA Handbook (7th Edition):

Linden, Nancy Ellen 1965-. “COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS.” 2013. Web. 16 Dec 2019.

Vancouver:

Linden NE1. COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Dec 16]. Available from: http://hdl.handle.net/10657/1032.

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

Council of Science Editors:

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

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


University of Toronto

11. Pattison, Kira. Factors Influencing Physical Therapists’ Use of Standardized Measures of Walking Capacity Post-stroke across the Care Continuum.

Degree: 2013, University of Toronto

Abstract Background. Physical therapists report inconsistent use of valid and reliable measures of walking post-stroke. Objective. To describe the methods physical therapists use to evaluate… (more)

Subjects/Keywords: physical therapist; standardized assessment tools; Guidelines; qualitative; Walking; 0382

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APA (6th Edition):

Pattison, K. (2013). Factors Influencing Physical Therapists’ Use of Standardized Measures of Walking Capacity Post-stroke across the Care Continuum. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/43288

Chicago Manual of Style (16th Edition):

Pattison, Kira. “Factors Influencing Physical Therapists’ Use of Standardized Measures of Walking Capacity Post-stroke across the Care Continuum.” 2013. Masters Thesis, University of Toronto. Accessed December 16, 2019. http://hdl.handle.net/1807/43288.

MLA Handbook (7th Edition):

Pattison, Kira. “Factors Influencing Physical Therapists’ Use of Standardized Measures of Walking Capacity Post-stroke across the Care Continuum.” 2013. Web. 16 Dec 2019.

Vancouver:

Pattison K. Factors Influencing Physical Therapists’ Use of Standardized Measures of Walking Capacity Post-stroke across the Care Continuum. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Dec 16]. Available from: http://hdl.handle.net/1807/43288.

Council of Science Editors:

Pattison K. Factors Influencing Physical Therapists’ Use of Standardized Measures of Walking Capacity Post-stroke across the Care Continuum. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/43288


University of Missouri – Columbia

12. Cook, Jonathan R. Identification of individual differences in the assessment practices of child clinicians using latent profile analysis.

Degree: 2013, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Assessment is an integral component of treatment that can be used to identify treatment focus,… (more)

Subjects/Keywords: assessment practices; mental health clinicians; latent profile analysis; standardized measures

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APA (6th Edition):

Cook, J. R. (2013). Identification of individual differences in the assessment practices of child clinicians using latent profile analysis. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/37843

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):

Cook, Jonathan R. “Identification of individual differences in the assessment practices of child clinicians using latent profile analysis.” 2013. Thesis, University of Missouri – Columbia. Accessed December 16, 2019. http://hdl.handle.net/10355/37843.

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

MLA Handbook (7th Edition):

Cook, Jonathan R. “Identification of individual differences in the assessment practices of child clinicians using latent profile analysis.” 2013. Web. 16 Dec 2019.

Vancouver:

Cook JR. Identification of individual differences in the assessment practices of child clinicians using latent profile analysis. [Internet] [Thesis]. University of Missouri – Columbia; 2013. [cited 2019 Dec 16]. Available from: http://hdl.handle.net/10355/37843.

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

Council of Science Editors:

Cook JR. Identification of individual differences in the assessment practices of child clinicians using latent profile analysis. [Thesis]. University of Missouri – Columbia; 2013. Available from: http://hdl.handle.net/10355/37843

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

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

Degree: 2012, University of Missouri – Columbia

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

Subjects/Keywords: common assessment; standardized testing

…that ability to appropriate reading materials (Missouri Assessment Program Guide to… …learning, achievement and assessment is an issue which is of great importance to a myriad of… …Missouri Assessment Program (MAP) since reading comprehension is a major portion of… …advocated, schools must approach students concerning the importance of doing well on standardized… …learning. The publishers of the STAR reading assessment (2002), one tool currently… 

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Moore, Donald J. “A case study of the analysis of factors that occur with reading proficiency in one rural district in southeast Missouri.” 2012. Thesis, University of Missouri – Columbia. Accessed December 16, 2019. http://hdl.handle.net/10355/33091.

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

MLA Handbook (7th Edition):

Moore, Donald J. “A case study of the analysis of factors that occur with reading proficiency in one rural district in southeast Missouri.” 2012. Web. 16 Dec 2019.

Vancouver:

Moore DJ. A case study of the analysis of factors that occur with reading proficiency in one rural district in southeast Missouri. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2019 Dec 16]. Available from: http://hdl.handle.net/10355/33091.

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

Council of Science Editors:

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

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

14. McCrummen, Denise. Student achievement in a co-teaching service delivery model in special education.

Degree: PhD, Special Education, 2015, Texas Woman's University

 Federal legislation requires that all students with disabilities have access to the general education curriculum and be included in teachers’ accountability for achievement outcomes. The… (more)

Subjects/Keywords: Teaching teams; Special education; Education; Achievement; Co-teaching; Standardized assessment

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APA (6th Edition):

McCrummen, D. (2015). Student achievement in a co-teaching service delivery model in special education. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/8640

Chicago Manual of Style (16th Edition):

McCrummen, Denise. “Student achievement in a co-teaching service delivery model in special education.” 2015. Doctoral Dissertation, Texas Woman's University. Accessed December 16, 2019. http://hdl.handle.net/11274/8640.

MLA Handbook (7th Edition):

McCrummen, Denise. “Student achievement in a co-teaching service delivery model in special education.” 2015. Web. 16 Dec 2019.

Vancouver:

McCrummen D. Student achievement in a co-teaching service delivery model in special education. [Internet] [Doctoral dissertation]. Texas Woman's University; 2015. [cited 2019 Dec 16]. Available from: http://hdl.handle.net/11274/8640.

Council of Science Editors:

McCrummen D. Student achievement in a co-teaching service delivery model in special education. [Doctoral Dissertation]. Texas Woman's University; 2015. Available from: http://hdl.handle.net/11274/8640


University of Missouri – Columbia

15. Cook, Jonathan R. Identification of individual differences in the assessment practices of child clinicians using latent profile analysis.

Degree: 2013, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Assessment is an integral component of treatment that can be used to identify treatment focus,… (more)

Subjects/Keywords: assessment practices; mental health clinicians; latent profile analysis; standardized measures

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

APA (6th Edition):

Cook, J. R. (2013). Identification of individual differences in the assessment practices of child clinicians using latent profile analysis. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/37843

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):

Cook, Jonathan R. “Identification of individual differences in the assessment practices of child clinicians using latent profile analysis.” 2013. Thesis, University of Missouri – Columbia. Accessed December 16, 2019. https://doi.org/10.32469/10355/37843.

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

MLA Handbook (7th Edition):

Cook, Jonathan R. “Identification of individual differences in the assessment practices of child clinicians using latent profile analysis.” 2013. Web. 16 Dec 2019.

Vancouver:

Cook JR. Identification of individual differences in the assessment practices of child clinicians using latent profile analysis. [Internet] [Thesis]. University of Missouri – Columbia; 2013. [cited 2019 Dec 16]. Available from: https://doi.org/10.32469/10355/37843.

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

Council of Science Editors:

Cook JR. Identification of individual differences in the assessment practices of child clinicians using latent profile analysis. [Thesis]. University of Missouri – Columbia; 2013. Available from: https://doi.org/10.32469/10355/37843

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


Purdue University

16. Deboer, Fredrik B. The CLA+ and the Two Cultures: Writing Assessment and Educational Testing.

Degree: PhD, English, 2015, Purdue University

 The CLA+ and the Two Cultures: Writing Assessment and Educational Testing concerns the Collegiate Learning Assessment+, a standardized test of collegiate learning currently being piloted… (more)

Subjects/Keywords: administrative history; assessment; CLA+; higher education reform; standardized testing; writing studies

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APA (6th Edition):

Deboer, F. B. (2015). The CLA+ and the Two Cultures: Writing Assessment and Educational Testing. (Doctoral Dissertation). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_dissertations/1358

Chicago Manual of Style (16th Edition):

Deboer, Fredrik B. “The CLA+ and the Two Cultures: Writing Assessment and Educational Testing.” 2015. Doctoral Dissertation, Purdue University. Accessed December 16, 2019. https://docs.lib.purdue.edu/open_access_dissertations/1358.

MLA Handbook (7th Edition):

Deboer, Fredrik B. “The CLA+ and the Two Cultures: Writing Assessment and Educational Testing.” 2015. Web. 16 Dec 2019.

Vancouver:

Deboer FB. The CLA+ and the Two Cultures: Writing Assessment and Educational Testing. [Internet] [Doctoral dissertation]. Purdue University; 2015. [cited 2019 Dec 16]. Available from: https://docs.lib.purdue.edu/open_access_dissertations/1358.

Council of Science Editors:

Deboer FB. The CLA+ and the Two Cultures: Writing Assessment and Educational Testing. [Doctoral Dissertation]. Purdue University; 2015. Available from: https://docs.lib.purdue.edu/open_access_dissertations/1358


University of Toronto

17. Eizadirad, Ardavan. Assessment as Stereotyping: Experiences of Racialized Children and Parents with the Grade 3 EQAO Standardized Testing Preparation and Administration in Ontario.

Degree: PhD, 2018, University of Toronto

This exploratory qualitative study uses Critical Theory, specifically Critical Race Theory, to examine the subjective experiences of racialized children and parents with the Grade 3… (more)

Subjects/Keywords: accountability; assessment; EQAO; equity; standardized testing; stereotyping; 0288

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APA (6th Edition):

Eizadirad, A. (2018). Assessment as Stereotyping: Experiences of Racialized Children and Parents with the Grade 3 EQAO Standardized Testing Preparation and Administration in Ontario. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/97778

Chicago Manual of Style (16th Edition):

Eizadirad, Ardavan. “Assessment as Stereotyping: Experiences of Racialized Children and Parents with the Grade 3 EQAO Standardized Testing Preparation and Administration in Ontario.” 2018. Doctoral Dissertation, University of Toronto. Accessed December 16, 2019. http://hdl.handle.net/1807/97778.

MLA Handbook (7th Edition):

Eizadirad, Ardavan. “Assessment as Stereotyping: Experiences of Racialized Children and Parents with the Grade 3 EQAO Standardized Testing Preparation and Administration in Ontario.” 2018. Web. 16 Dec 2019.

Vancouver:

Eizadirad A. Assessment as Stereotyping: Experiences of Racialized Children and Parents with the Grade 3 EQAO Standardized Testing Preparation and Administration in Ontario. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2019 Dec 16]. Available from: http://hdl.handle.net/1807/97778.

Council of Science Editors:

Eizadirad A. Assessment as Stereotyping: Experiences of Racialized Children and Parents with the Grade 3 EQAO Standardized Testing Preparation and Administration in Ontario. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/97778

18. Mueller, Allison. The Impact of Standardized Patients on Physical Assessment Skills, Clinical Judgment, and Self-Efficacy in Undergraduate Nursing Students.

Degree: MS, Graduate Nursing, 2017, South Dakota State University

  The healthcare industry is seeing constant changes in patient acuity, expanding care environments, new healthcare policies, and continual advancements in research and technology. To… (more)

Subjects/Keywords: clinical judgment; peer physical assessment; physical assessment; self-efficacy; standardized patient; Education; Nursing

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

APA (6th Edition):

Mueller, A. (2017). The Impact of Standardized Patients on Physical Assessment Skills, Clinical Judgment, and Self-Efficacy in Undergraduate Nursing Students. (Masters Thesis). South Dakota State University. Retrieved from https://openprairie.sdstate.edu/etd/2169

Chicago Manual of Style (16th Edition):

Mueller, Allison. “The Impact of Standardized Patients on Physical Assessment Skills, Clinical Judgment, and Self-Efficacy in Undergraduate Nursing Students.” 2017. Masters Thesis, South Dakota State University. Accessed December 16, 2019. https://openprairie.sdstate.edu/etd/2169.

MLA Handbook (7th Edition):

Mueller, Allison. “The Impact of Standardized Patients on Physical Assessment Skills, Clinical Judgment, and Self-Efficacy in Undergraduate Nursing Students.” 2017. Web. 16 Dec 2019.

Vancouver:

Mueller A. The Impact of Standardized Patients on Physical Assessment Skills, Clinical Judgment, and Self-Efficacy in Undergraduate Nursing Students. [Internet] [Masters thesis]. South Dakota State University; 2017. [cited 2019 Dec 16]. Available from: https://openprairie.sdstate.edu/etd/2169.

Council of Science Editors:

Mueller A. The Impact of Standardized Patients on Physical Assessment Skills, Clinical Judgment, and Self-Efficacy in Undergraduate Nursing Students. [Masters Thesis]. South Dakota State University; 2017. Available from: https://openprairie.sdstate.edu/etd/2169


Duquesne University

19. Hasek, William. An Interactional Analysis of Adult Cognitive Assessment.

Degree: PhD, Psychology, 2015, Duquesne University

 Psychological tests often include a standardized protocol, which gives specific instructions to clinicians on how the tests are to be administered. This protocol is intended… (more)

Subjects/Keywords: Cognitive Assessment; Conversation Analysis; Discourse Analysis; Standardized Assessment; Test Administration; Test Anxiety

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APA (6th Edition):

Hasek, W. (2015). An Interactional Analysis of Adult Cognitive Assessment. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/637

Chicago Manual of Style (16th Edition):

Hasek, William. “An Interactional Analysis of Adult Cognitive Assessment.” 2015. Doctoral Dissertation, Duquesne University. Accessed December 16, 2019. https://dsc.duq.edu/etd/637.

MLA Handbook (7th Edition):

Hasek, William. “An Interactional Analysis of Adult Cognitive Assessment.” 2015. Web. 16 Dec 2019.

Vancouver:

Hasek W. An Interactional Analysis of Adult Cognitive Assessment. [Internet] [Doctoral dissertation]. Duquesne University; 2015. [cited 2019 Dec 16]. Available from: https://dsc.duq.edu/etd/637.

Council of Science Editors:

Hasek W. An Interactional Analysis of Adult Cognitive Assessment. [Doctoral Dissertation]. Duquesne University; 2015. Available from: https://dsc.duq.edu/etd/637


University of KwaZulu-Natal

20. Maphumulo, Winnie Thembisile. Critical care nurses' perceptions and attitudes on the use of the objective structured competence examination (OSCE) in critical care education in two hospitals in eThekwini, Durban, South Africa.

Degree: Nursing, 2014, University of KwaZulu-Natal

 Intensive care units in South Africa have been faced with various challenges which in turn affect the working condition of critical care nurses, thus leading… (more)

Subjects/Keywords: Nursing.; Competency assessment.; Standardized patients.; Black wash effect.; Critical care nurse.; OSCE.

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

APA (6th Edition):

Maphumulo, W. T. (2014). Critical care nurses' perceptions and attitudes on the use of the objective structured competence examination (OSCE) in critical care education in two hospitals in eThekwini, Durban, South Africa. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/11419

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):

Maphumulo, Winnie Thembisile. “Critical care nurses' perceptions and attitudes on the use of the objective structured competence examination (OSCE) in critical care education in two hospitals in eThekwini, Durban, South Africa.” 2014. Thesis, University of KwaZulu-Natal. Accessed December 16, 2019. http://hdl.handle.net/10413/11419.

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

MLA Handbook (7th Edition):

Maphumulo, Winnie Thembisile. “Critical care nurses' perceptions and attitudes on the use of the objective structured competence examination (OSCE) in critical care education in two hospitals in eThekwini, Durban, South Africa.” 2014. Web. 16 Dec 2019.

Vancouver:

Maphumulo WT. Critical care nurses' perceptions and attitudes on the use of the objective structured competence examination (OSCE) in critical care education in two hospitals in eThekwini, Durban, South Africa. [Internet] [Thesis]. University of KwaZulu-Natal; 2014. [cited 2019 Dec 16]. Available from: http://hdl.handle.net/10413/11419.

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

Council of Science Editors:

Maphumulo WT. Critical care nurses' perceptions and attitudes on the use of the objective structured competence examination (OSCE) in critical care education in two hospitals in eThekwini, Durban, South Africa. [Thesis]. University of KwaZulu-Natal; 2014. Available from: http://hdl.handle.net/10413/11419

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


Seton Hall University

21. Darnall, Byron E. The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2015, Seton Hall University

  The purpose of this study was to determine which combination of 15 community demographic factors account for the most amount of variance and can… (more)

Subjects/Keywords: standardized test scores; poverty; demographic factors; Educational Assessment, Evaluation, and Research; Educational Leadership

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

APA (6th Edition):

Darnall, B. E. (2015). The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2075

Chicago Manual of Style (16th Edition):

Darnall, Byron E. “The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores.” 2015. Doctoral Dissertation, Seton Hall University. Accessed December 16, 2019. http://scholarship.shu.edu/dissertations/2075.

MLA Handbook (7th Edition):

Darnall, Byron E. “The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores.” 2015. Web. 16 Dec 2019.

Vancouver:

Darnall BE. The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Dec 16]. Available from: http://scholarship.shu.edu/dissertations/2075.

Council of Science Editors:

Darnall BE. The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2075


University of Gothenburg / Göteborgs Universitet

22. Jansson, Inger. Planerad processorienterad omvårdnad – nytta och implementering.

Degree: 2010, University of Gothenburg / Göteborgs Universitet

 To ensure the provision of good and safe nursing care in the ward, the nursing needs of each patient should be established and clearly documented… (more)

Subjects/Keywords: Nursing process; assessment; judgment; individual care plans; standardized care plans; implementation; PARIHS framework

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APA (6th Edition):

Jansson, I. (2010). Planerad processorienterad omvårdnad – nytta och implementering. (Thesis). University of Gothenburg / Göteborgs Universitet. Retrieved from http://hdl.handle.net/2077/21693

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):

Jansson, Inger. “Planerad processorienterad omvårdnad – nytta och implementering.” 2010. Thesis, University of Gothenburg / Göteborgs Universitet. Accessed December 16, 2019. http://hdl.handle.net/2077/21693.

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

MLA Handbook (7th Edition):

Jansson, Inger. “Planerad processorienterad omvårdnad – nytta och implementering.” 2010. Web. 16 Dec 2019.

Vancouver:

Jansson I. Planerad processorienterad omvårdnad – nytta och implementering. [Internet] [Thesis]. University of Gothenburg / Göteborgs Universitet; 2010. [cited 2019 Dec 16]. Available from: http://hdl.handle.net/2077/21693.

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

Council of Science Editors:

Jansson I. Planerad processorienterad omvårdnad – nytta och implementering. [Thesis]. University of Gothenburg / Göteborgs Universitet; 2010. Available from: http://hdl.handle.net/2077/21693

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


Kent State University

23. Guidubaldi, John Michael. Ecological and Personal Predictors of Science Achievement in an Urban Center.

Degree: PhD, College of Education, Health, and Human Services / Department of Teaching, Leadership and Curriculum Studies, 2008, Kent State University

  This study sought to examine selected personal and environmental factors that predict urban students’ achievement test scores on the science subject area of the… (more)

Subjects/Keywords: Curricula; Education; Science Education; Secondary Education; Ohio Proficiency Test; science assessment; standardized tests; science teacher

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

APA (6th Edition):

Guidubaldi, J. M. (2008). Ecological and Personal Predictors of Science Achievement in an Urban Center. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1227381213

Chicago Manual of Style (16th Edition):

Guidubaldi, John Michael. “Ecological and Personal Predictors of Science Achievement in an Urban Center.” 2008. Doctoral Dissertation, Kent State University. Accessed December 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1227381213.

MLA Handbook (7th Edition):

Guidubaldi, John Michael. “Ecological and Personal Predictors of Science Achievement in an Urban Center.” 2008. Web. 16 Dec 2019.

Vancouver:

Guidubaldi JM. Ecological and Personal Predictors of Science Achievement in an Urban Center. [Internet] [Doctoral dissertation]. Kent State University; 2008. [cited 2019 Dec 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1227381213.

Council of Science Editors:

Guidubaldi JM. Ecological and Personal Predictors of Science Achievement in an Urban Center. [Doctoral Dissertation]. Kent State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1227381213


East Tennessee State University

24. Dotson, Lauren. Middle Grade Academic Achievement and Socioeconomic Status on North Carolina State Report Cards, 2012 - 2013.

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

  In the era of accountability in our nation‘s public schools, high-stakes standardized testing is the primary methodology for determining academic achievement; results from end-of-grade… (more)

Subjects/Keywords: Education; Socioeconomic Status; Leadership; Standardized Testing; Accountability; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Dotson, L. (2014). Middle Grade Academic Achievement and Socioeconomic Status on North Carolina State Report Cards, 2012 - 2013. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2437

Chicago Manual of Style (16th Edition):

Dotson, Lauren. “Middle Grade Academic Achievement and Socioeconomic Status on North Carolina State Report Cards, 2012 - 2013.” 2014. Doctoral Dissertation, East Tennessee State University. Accessed December 16, 2019. https://dc.etsu.edu/etd/2437.

MLA Handbook (7th Edition):

Dotson, Lauren. “Middle Grade Academic Achievement and Socioeconomic Status on North Carolina State Report Cards, 2012 - 2013.” 2014. Web. 16 Dec 2019.

Vancouver:

Dotson L. Middle Grade Academic Achievement and Socioeconomic Status on North Carolina State Report Cards, 2012 - 2013. [Internet] [Doctoral dissertation]. East Tennessee State University; 2014. [cited 2019 Dec 16]. Available from: https://dc.etsu.edu/etd/2437.

Council of Science Editors:

Dotson L. Middle Grade Academic Achievement and Socioeconomic Status on North Carolina State Report Cards, 2012 - 2013. [Doctoral Dissertation]. East Tennessee State University; 2014. Available from: https://dc.etsu.edu/etd/2437


Karlstad University

25. Strömberg, Desirée. Som en schackpjäs : om socialsekreterares upplevelser av sin yrkesstatus vid handläggning av försörjningsstöd.

Degree: Faculty of Social and Life Sciences, 2012, Karlstad University

  The purpose of this essay has been to answer the question of whether or not administrators of economic support perceive that their professional status… (more)

Subjects/Keywords: The social service; status; economic support; standardized assessment instruments; socialtjänsten; status; försörjningsstöd; standardiserade bedömningsinstrument

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

APA (6th Edition):

Strömberg, D. (2012). Som en schackpjäs : om socialsekreterares upplevelser av sin yrkesstatus vid handläggning av försörjningsstöd. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-26693

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):

Strömberg, Desirée. “Som en schackpjäs : om socialsekreterares upplevelser av sin yrkesstatus vid handläggning av försörjningsstöd.” 2012. Thesis, Karlstad University. Accessed December 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-26693.

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

MLA Handbook (7th Edition):

Strömberg, Desirée. “Som en schackpjäs : om socialsekreterares upplevelser av sin yrkesstatus vid handläggning av försörjningsstöd.” 2012. Web. 16 Dec 2019.

Vancouver:

Strömberg D. Som en schackpjäs : om socialsekreterares upplevelser av sin yrkesstatus vid handläggning av försörjningsstöd. [Internet] [Thesis]. Karlstad University; 2012. [cited 2019 Dec 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-26693.

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

Council of Science Editors:

Strömberg D. Som en schackpjäs : om socialsekreterares upplevelser av sin yrkesstatus vid handläggning av försörjningsstöd. [Thesis]. Karlstad University; 2012. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-26693

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


Loyola University Chicago

26. Gorsky, Gabriella Silva. Unpacking the Study of Instructional Improvement: Issues, Outcomes, and Implications of Three Comprehensive School Reform Efforts.

Degree: MA, Education, 2013, Loyola University Chicago

  There is a long history of educational reform efforts in the United States. Current literature on school reform suggests that a comprehensive approach that… (more)

Subjects/Keywords: Achievement Gap; HLM; NCLB; School Reform; Standardized Tests; Student Achievement; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Gorsky, G. S. (2013). Unpacking the Study of Instructional Improvement: Issues, Outcomes, and Implications of Three Comprehensive School Reform Efforts. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/1818

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):

Gorsky, Gabriella Silva. “Unpacking the Study of Instructional Improvement: Issues, Outcomes, and Implications of Three Comprehensive School Reform Efforts.” 2013. Thesis, Loyola University Chicago. Accessed December 16, 2019. http://ecommons.luc.edu/luc_theses/1818.

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

MLA Handbook (7th Edition):

Gorsky, Gabriella Silva. “Unpacking the Study of Instructional Improvement: Issues, Outcomes, and Implications of Three Comprehensive School Reform Efforts.” 2013. Web. 16 Dec 2019.

Vancouver:

Gorsky GS. Unpacking the Study of Instructional Improvement: Issues, Outcomes, and Implications of Three Comprehensive School Reform Efforts. [Internet] [Thesis]. Loyola University Chicago; 2013. [cited 2019 Dec 16]. Available from: http://ecommons.luc.edu/luc_theses/1818.

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

Council of Science Editors:

Gorsky GS. Unpacking the Study of Instructional Improvement: Issues, Outcomes, and Implications of Three Comprehensive School Reform Efforts. [Thesis]. Loyola University Chicago; 2013. Available from: http://ecommons.luc.edu/luc_theses/1818

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


University of Kansas

27. Imgrund, Caitlin McCormick. Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment.

Degree: PhD, Intercampus Program in Communicative Disorders, 2017, University of Kansas

 Children born preterm constitute one of the largest populations of children at risk for the development of language impairments. A little over one in ten… (more)

Subjects/Keywords: Speech therapy; Special education; Language; Language; Language disorder; Language Sample Analysis; Preschool; Preterm; Standardized Assessment

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APA (6th Edition):

Imgrund, C. M. (2017). Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/26013

Chicago Manual of Style (16th Edition):

Imgrund, Caitlin McCormick. “Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment.” 2017. Doctoral Dissertation, University of Kansas. Accessed December 16, 2019. http://hdl.handle.net/1808/26013.

MLA Handbook (7th Edition):

Imgrund, Caitlin McCormick. “Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment.” 2017. Web. 16 Dec 2019.

Vancouver:

Imgrund CM. Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Dec 16]. Available from: http://hdl.handle.net/1808/26013.

Council of Science Editors:

Imgrund CM. Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/26013


University of Illinois – Urbana-Champaign

28. Van Boxtel, Bridget A. Headache does not predict sideline neurostatus or balance in high school football players.

Degree: MS, 0351, 2010, University of Illinois – Urbana-Champaign

 Headache Does Not Predict Sideline Neurostatus or Balance in High School Football Players Van Boxtel BA, Nohren MW, Sabin MJ, Wessels K, Broglio SP: University… (more)

Subjects/Keywords: Concussion; Standardized Assessment of Concussion (SAC); Balance Error Scoring System (BESS); Graded Symptom Checklist (GSC)

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APA (6th Edition):

Van Boxtel, B. A. (2010). Headache does not predict sideline neurostatus or balance in high school football players. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16470

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):

Van Boxtel, Bridget A. “Headache does not predict sideline neurostatus or balance in high school football players.” 2010. Thesis, University of Illinois – Urbana-Champaign. Accessed December 16, 2019. http://hdl.handle.net/2142/16470.

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

MLA Handbook (7th Edition):

Van Boxtel, Bridget A. “Headache does not predict sideline neurostatus or balance in high school football players.” 2010. Web. 16 Dec 2019.

Vancouver:

Van Boxtel BA. Headache does not predict sideline neurostatus or balance in high school football players. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Dec 16]. Available from: http://hdl.handle.net/2142/16470.

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

Council of Science Editors:

Van Boxtel BA. Headache does not predict sideline neurostatus or balance in high school football players. [Thesis]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16470

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


East Tennessee State University

29. Pendergrass, Carmen Cristy. The Effects of Grade Configuration on Sixth, Seventh, and Eighth Grade Students’ TNReady English Language Arts and Math Achievement.

Degree: EdD (Doctor of Education), Educational Leadership, 2019, East Tennessee State University

  The purpose of this study was to determine if a significant difference exists in the TNReady scores of Tennessee students who attend a kindergarten… (more)

Subjects/Keywords: K-8; Middle School; Grade Configuration; Standardized Testing; TNReady; Educational Assessment, Evaluation, and Research

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

APA (6th Edition):

Pendergrass, C. C. (2019). The Effects of Grade Configuration on Sixth, Seventh, and Eighth Grade Students’ TNReady English Language Arts and Math Achievement. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3675

Chicago Manual of Style (16th Edition):

Pendergrass, Carmen Cristy. “The Effects of Grade Configuration on Sixth, Seventh, and Eighth Grade Students’ TNReady English Language Arts and Math Achievement.” 2019. Doctoral Dissertation, East Tennessee State University. Accessed December 16, 2019. https://dc.etsu.edu/etd/3675.

MLA Handbook (7th Edition):

Pendergrass, Carmen Cristy. “The Effects of Grade Configuration on Sixth, Seventh, and Eighth Grade Students’ TNReady English Language Arts and Math Achievement.” 2019. Web. 16 Dec 2019.

Vancouver:

Pendergrass CC. The Effects of Grade Configuration on Sixth, Seventh, and Eighth Grade Students’ TNReady English Language Arts and Math Achievement. [Internet] [Doctoral dissertation]. East Tennessee State University; 2019. [cited 2019 Dec 16]. Available from: https://dc.etsu.edu/etd/3675.

Council of Science Editors:

Pendergrass CC. The Effects of Grade Configuration on Sixth, Seventh, and Eighth Grade Students’ TNReady English Language Arts and Math Achievement. [Doctoral Dissertation]. East Tennessee State University; 2019. Available from: https://dc.etsu.edu/etd/3675


Seton Hall University

30. Lynch, Christopher D. Predicting New Jersey High School Proficiency Test Results in Mathematics and Language Arts Using Community Demographic Data.

Degree: PhD, Education Leadership, Management and Policy, 2015, Seton Hall University

  This study examined the relationship between the 2013 New Jersey High School Proficiency Assessment (HSPA) Language Arts and Mathematics scores and school level data… (more)

Subjects/Keywords: High School Proficiency Assessment (HSPA); Language Arts (Secondary); Mathematics (Secondary); Human Capital; Social Capital; Standardized Assessment; Barriers to Higher Education; High Stakes Tests; Educational Assessment, Evaluation, and Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lynch, C. D. (2015). Predicting New Jersey High School Proficiency Test Results in Mathematics and Language Arts Using Community Demographic Data. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2121

Chicago Manual of Style (16th Edition):

Lynch, Christopher D. “Predicting New Jersey High School Proficiency Test Results in Mathematics and Language Arts Using Community Demographic Data.” 2015. Doctoral Dissertation, Seton Hall University. Accessed December 16, 2019. http://scholarship.shu.edu/dissertations/2121.

MLA Handbook (7th Edition):

Lynch, Christopher D. “Predicting New Jersey High School Proficiency Test Results in Mathematics and Language Arts Using Community Demographic Data.” 2015. Web. 16 Dec 2019.

Vancouver:

Lynch CD. Predicting New Jersey High School Proficiency Test Results in Mathematics and Language Arts Using Community Demographic Data. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Dec 16]. Available from: http://scholarship.shu.edu/dissertations/2121.

Council of Science Editors:

Lynch CD. Predicting New Jersey High School Proficiency Test Results in Mathematics and Language Arts Using Community Demographic Data. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2121

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