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You searched for subject:(value added assessment). Showing records 1 – 30 of 31 total matches.

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Penn State University

1. Stout, Wilbur L. School Level Factors Associated With Pennsylvania High Schools That Exceed PVAAS Growth Projections In Reading.

Degree: EdD, Educational Leadership, 2013, Penn State University

 An abundance of research exists related to student and school factors that influence student achievement; however, due to the increase in value-added assessment models and… (more)

Subjects/Keywords: PVAAS; Pennsylvania Value-Added Assessment; Value-Added; Reading Growth

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APA (6th Edition):

Stout, W. L. (2013). School Level Factors Associated With Pennsylvania High Schools That Exceed PVAAS Growth Projections In Reading. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/18675

Chicago Manual of Style (16th Edition):

Stout, Wilbur L. “School Level Factors Associated With Pennsylvania High Schools That Exceed PVAAS Growth Projections In Reading.” 2013. Doctoral Dissertation, Penn State University. Accessed April 26, 2019. https://etda.libraries.psu.edu/catalog/18675.

MLA Handbook (7th Edition):

Stout, Wilbur L. “School Level Factors Associated With Pennsylvania High Schools That Exceed PVAAS Growth Projections In Reading.” 2013. Web. 26 Apr 2019.

Vancouver:

Stout WL. School Level Factors Associated With Pennsylvania High Schools That Exceed PVAAS Growth Projections In Reading. [Internet] [Doctoral dissertation]. Penn State University; 2013. [cited 2019 Apr 26]. Available from: https://etda.libraries.psu.edu/catalog/18675.

Council of Science Editors:

Stout WL. School Level Factors Associated With Pennsylvania High Schools That Exceed PVAAS Growth Projections In Reading. [Doctoral Dissertation]. Penn State University; 2013. Available from: https://etda.libraries.psu.edu/catalog/18675


Vanderbilt University

2. Rosenquist, Brooks Alexander. Are State Assessments Aligned to College and Career Ready Standards More Sensitive to Ambitious Instruction in Mathematics?: Evidence from Two Large Urban School Districts.

Degree: PhD, Leadership and Policy Studies, 2018, Vanderbilt University

 The recent adoption of career and college ready standards also coincides with the adoption of new statewide accountability assessments aligned to these standards. While the… (more)

Subjects/Keywords: education policy; standards; assessment; teacher value-added

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APA (6th Edition):

Rosenquist, B. A. (2018). Are State Assessments Aligned to College and Career Ready Standards More Sensitive to Ambitious Instruction in Mathematics?: Evidence from Two Large Urban School Districts. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03262018-093930/ ;

Chicago Manual of Style (16th Edition):

Rosenquist, Brooks Alexander. “Are State Assessments Aligned to College and Career Ready Standards More Sensitive to Ambitious Instruction in Mathematics?: Evidence from Two Large Urban School Districts.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed April 26, 2019. http://etd.library.vanderbilt.edu/available/etd-03262018-093930/ ;.

MLA Handbook (7th Edition):

Rosenquist, Brooks Alexander. “Are State Assessments Aligned to College and Career Ready Standards More Sensitive to Ambitious Instruction in Mathematics?: Evidence from Two Large Urban School Districts.” 2018. Web. 26 Apr 2019.

Vancouver:

Rosenquist BA. Are State Assessments Aligned to College and Career Ready Standards More Sensitive to Ambitious Instruction in Mathematics?: Evidence from Two Large Urban School Districts. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2019 Apr 26]. Available from: http://etd.library.vanderbilt.edu/available/etd-03262018-093930/ ;.

Council of Science Editors:

Rosenquist BA. Are State Assessments Aligned to College and Career Ready Standards More Sensitive to Ambitious Instruction in Mathematics?: Evidence from Two Large Urban School Districts. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://etd.library.vanderbilt.edu/available/etd-03262018-093930/ ;


University of Arkansas

3. Dean, Jeffery Richmond. Comparing Schools: From Value Added to Sound Policy.

Degree: PhD, 2015, University of Arkansas

  Over the last twenty years, value added measures (VAMs) have proliferated in education research and policy. Whether applied to teachers, schools, or districts, VAMs… (more)

Subjects/Keywords: Education; Accountability; Value added; Educational Assessment, Evaluation, and Research; Education Policy

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APA (6th Edition):

Dean, J. R. (2015). Comparing Schools: From Value Added to Sound Policy. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1139

Chicago Manual of Style (16th Edition):

Dean, Jeffery Richmond. “Comparing Schools: From Value Added to Sound Policy.” 2015. Doctoral Dissertation, University of Arkansas. Accessed April 26, 2019. https://scholarworks.uark.edu/etd/1139.

MLA Handbook (7th Edition):

Dean, Jeffery Richmond. “Comparing Schools: From Value Added to Sound Policy.” 2015. Web. 26 Apr 2019.

Vancouver:

Dean JR. Comparing Schools: From Value Added to Sound Policy. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Apr 26]. Available from: https://scholarworks.uark.edu/etd/1139.

Council of Science Editors:

Dean JR. Comparing Schools: From Value Added to Sound Policy. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1139


University of Texas – Austin

4. Maldonado, Samuel. Effects of student performance assessment outcomes as a criterion in the teacher evaluation process.

Degree: Educational Administration, 2014, University of Texas – Austin

 The teacher evaluation processes and practices utilized in American public schools serving kindergarten through high school students have undergone continual alterations since the early 1880's.… (more)

Subjects/Keywords: Achievement; Educational value-added assessment system; Effectiveness; Process; Products; Progress; Student learning growth; Teacher appraisal and development system; Value-added analysis; Value added methods

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APA (6th Edition):

Maldonado, S. (2014). Effects of student performance assessment outcomes as a criterion in the teacher evaluation process. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32518

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):

Maldonado, Samuel. “Effects of student performance assessment outcomes as a criterion in the teacher evaluation process.” 2014. Thesis, University of Texas – Austin. Accessed April 26, 2019. http://hdl.handle.net/2152/32518.

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

MLA Handbook (7th Edition):

Maldonado, Samuel. “Effects of student performance assessment outcomes as a criterion in the teacher evaluation process.” 2014. Web. 26 Apr 2019.

Vancouver:

Maldonado S. Effects of student performance assessment outcomes as a criterion in the teacher evaluation process. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/2152/32518.

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

Council of Science Editors:

Maldonado S. Effects of student performance assessment outcomes as a criterion in the teacher evaluation process. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/32518

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


Nelson Mandela Metropolitan University

5. Ferreira, Melanie. The distinction between types of commercial and residential property for value-added tax purposes in South Africa.

Degree: MCom, Faculty of Business and Economics Sciences, 2012, Nelson Mandela Metropolitan University

 It is important to distinguish between types of commercial and residential property for value-added tax (VAT) purposes. The reason for this is because the supply… (more)

Subjects/Keywords: Property tax  – South Africa; Value-added tax  – South Africa; Tax assessment  – South Africa

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APA (6th Edition):

Ferreira, M. (2012). The distinction between types of commercial and residential property for value-added tax purposes in South Africa. (Masters Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1008710

Chicago Manual of Style (16th Edition):

Ferreira, Melanie. “The distinction between types of commercial and residential property for value-added tax purposes in South Africa.” 2012. Masters Thesis, Nelson Mandela Metropolitan University. Accessed April 26, 2019. http://hdl.handle.net/10948/d1008710.

MLA Handbook (7th Edition):

Ferreira, Melanie. “The distinction between types of commercial and residential property for value-added tax purposes in South Africa.” 2012. Web. 26 Apr 2019.

Vancouver:

Ferreira M. The distinction between types of commercial and residential property for value-added tax purposes in South Africa. [Internet] [Masters thesis]. Nelson Mandela Metropolitan University; 2012. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10948/d1008710.

Council of Science Editors:

Ferreira M. The distinction between types of commercial and residential property for value-added tax purposes in South Africa. [Masters Thesis]. Nelson Mandela Metropolitan University; 2012. Available from: http://hdl.handle.net/10948/d1008710


Brigham Young University

6. Davison, Kimberlee Kaye. Propensity Score Methods as Alternatives to Value-Added Modeling for the Estimation of Teacher Contributions to Student Achievement.

Degree: PhD, 2012, Brigham Young University

 The purpose of this study was to examine the potential for using propensity score-based matching methods to estimate teacher contributions to student learning. Value-added models… (more)

Subjects/Keywords: value-added modeling; teacher accountability; teacher evaluation; propensity score analysis; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Davison, K. K. (2012). Propensity Score Methods as Alternatives to Value-Added Modeling for the Estimation of Teacher Contributions to Student Achievement. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4129&context=etd

Chicago Manual of Style (16th Edition):

Davison, Kimberlee Kaye. “Propensity Score Methods as Alternatives to Value-Added Modeling for the Estimation of Teacher Contributions to Student Achievement.” 2012. Doctoral Dissertation, Brigham Young University. Accessed April 26, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4129&context=etd.

MLA Handbook (7th Edition):

Davison, Kimberlee Kaye. “Propensity Score Methods as Alternatives to Value-Added Modeling for the Estimation of Teacher Contributions to Student Achievement.” 2012. Web. 26 Apr 2019.

Vancouver:

Davison KK. Propensity Score Methods as Alternatives to Value-Added Modeling for the Estimation of Teacher Contributions to Student Achievement. [Internet] [Doctoral dissertation]. Brigham Young University; 2012. [cited 2019 Apr 26]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4129&context=etd.

Council of Science Editors:

Davison KK. Propensity Score Methods as Alternatives to Value-Added Modeling for the Estimation of Teacher Contributions to Student Achievement. [Doctoral Dissertation]. Brigham Young University; 2012. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4129&context=etd


University of Southern California

7. Black, Aime. A comparison of value-added, orginary least squares regression, and the California Star accountability indicators.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 Current models of evaluation and accountability utilize varying unadjusted measures of student achievement to reward or sanction schools. These unadjusted accountability indicators do not account… (more)

Subjects/Keywords: value-added; accountability; evaluation; accountability indicators; ordinary least squares regression; student assessment scores

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APA (6th Edition):

Black, A. (2012). A comparison of value-added, orginary least squares regression, and the California Star accountability indicators. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/10871/rec/139

Chicago Manual of Style (16th Edition):

Black, Aime. “A comparison of value-added, orginary least squares regression, and the California Star accountability indicators.” 2012. Doctoral Dissertation, University of Southern California. Accessed April 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/10871/rec/139.

MLA Handbook (7th Edition):

Black, Aime. “A comparison of value-added, orginary least squares regression, and the California Star accountability indicators.” 2012. Web. 26 Apr 2019.

Vancouver:

Black A. A comparison of value-added, orginary least squares regression, and the California Star accountability indicators. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Apr 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/10871/rec/139.

Council of Science Editors:

Black A. A comparison of value-added, orginary least squares regression, and the California Star accountability indicators. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/10871/rec/139


University of Arkansas

8. Blackford, Kelli Lane. Measuring Teacher Effectiveness: A Comparison across VA Models Utilizing Arkansas Data.

Degree: PhD, 2016, University of Arkansas

  A shift in accountability systems from No Child Left Behind to a reauthorization of the Elementary and Secondary Education Act redefined the mandate of… (more)

Subjects/Keywords: Education; Model comparison; Teacher effectiveness; Value-added; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Blackford, K. L. (2016). Measuring Teacher Effectiveness: A Comparison across VA Models Utilizing Arkansas Data. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1545

Chicago Manual of Style (16th Edition):

Blackford, Kelli Lane. “Measuring Teacher Effectiveness: A Comparison across VA Models Utilizing Arkansas Data.” 2016. Doctoral Dissertation, University of Arkansas. Accessed April 26, 2019. https://scholarworks.uark.edu/etd/1545.

MLA Handbook (7th Edition):

Blackford, Kelli Lane. “Measuring Teacher Effectiveness: A Comparison across VA Models Utilizing Arkansas Data.” 2016. Web. 26 Apr 2019.

Vancouver:

Blackford KL. Measuring Teacher Effectiveness: A Comparison across VA Models Utilizing Arkansas Data. [Internet] [Doctoral dissertation]. University of Arkansas; 2016. [cited 2019 Apr 26]. Available from: https://scholarworks.uark.edu/etd/1545.

Council of Science Editors:

Blackford KL. Measuring Teacher Effectiveness: A Comparison across VA Models Utilizing Arkansas Data. [Doctoral Dissertation]. University of Arkansas; 2016. Available from: https://scholarworks.uark.edu/etd/1545


Liberty University

9. Shugart, Kyle. The Pedagogical Influences of a Value-Added Model Evaluation System from the Perspectives of Elementary School Teachers in North Georgia: A Phenomenological Study.

Degree: 2017, Liberty University

 The purpose of this phenomenological study was to describe the pedagogical influences of the value-added model of evaluation as experienced by elementary school teachers in… (more)

Subjects/Keywords: Teacher Evaluation; Teacher Keys Evaluation System; Value-Added Model; Education; Educational Assessment, Evaluation, and Research; Educational Psychology; Elementary Education

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APA (6th Edition):

Shugart, K. (2017). The Pedagogical Influences of a Value-Added Model Evaluation System from the Perspectives of Elementary School Teachers in North Georgia: A Phenomenological Study. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1525

Chicago Manual of Style (16th Edition):

Shugart, Kyle. “The Pedagogical Influences of a Value-Added Model Evaluation System from the Perspectives of Elementary School Teachers in North Georgia: A Phenomenological Study.” 2017. Doctoral Dissertation, Liberty University. Accessed April 26, 2019. http://digitalcommons.liberty.edu/doctoral/1525.

MLA Handbook (7th Edition):

Shugart, Kyle. “The Pedagogical Influences of a Value-Added Model Evaluation System from the Perspectives of Elementary School Teachers in North Georgia: A Phenomenological Study.” 2017. Web. 26 Apr 2019.

Vancouver:

Shugart K. The Pedagogical Influences of a Value-Added Model Evaluation System from the Perspectives of Elementary School Teachers in North Georgia: A Phenomenological Study. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Apr 26]. Available from: http://digitalcommons.liberty.edu/doctoral/1525.

Council of Science Editors:

Shugart K. The Pedagogical Influences of a Value-Added Model Evaluation System from the Perspectives of Elementary School Teachers in North Georgia: A Phenomenological Study. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1525

10. Lloyd, James Louis. Instituting a Value-Added Assessment System in Ohio: The Professional Development Implications from the Perspective of the District Value-Added Specialists.

Degree: EdD, College of Education, 2008, Ashland University

 Although much has been written about the various value-added models from a statistical point of view, there is a considerable lack of literature related to… (more)

Subjects/Keywords: Curricula; Education; Educational Evaluation; Teacher Education; value-added assessment; professional development; school improvement; train-the-trainers

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APA (6th Edition):

Lloyd, J. L. (2008). Instituting a Value-Added Assessment System in Ohio: The Professional Development Implications from the Perspective of the District Value-Added Specialists. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1226675998

Chicago Manual of Style (16th Edition):

Lloyd, James Louis. “Instituting a Value-Added Assessment System in Ohio: The Professional Development Implications from the Perspective of the District Value-Added Specialists.” 2008. Doctoral Dissertation, Ashland University. Accessed April 26, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1226675998.

MLA Handbook (7th Edition):

Lloyd, James Louis. “Instituting a Value-Added Assessment System in Ohio: The Professional Development Implications from the Perspective of the District Value-Added Specialists.” 2008. Web. 26 Apr 2019.

Vancouver:

Lloyd JL. Instituting a Value-Added Assessment System in Ohio: The Professional Development Implications from the Perspective of the District Value-Added Specialists. [Internet] [Doctoral dissertation]. Ashland University; 2008. [cited 2019 Apr 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1226675998.

Council of Science Editors:

Lloyd JL. Instituting a Value-Added Assessment System in Ohio: The Professional Development Implications from the Perspective of the District Value-Added Specialists. [Doctoral Dissertation]. Ashland University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1226675998


Seton Hall University

11. Johnson, Aubrey. The Relationship Between Teacher Practice and Student Performance.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2017, Seton Hall University

  The demand for educational accountability to improve student achievement has been the force behind education reform in recent years. On October 6, 2012, the… (more)

Subjects/Keywords: Teacher Practice; Teacher Evaluation; Student Growth Percentile; Value-Added Modeling; TEACHNJ; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Johnson, A. (2017). The Relationship Between Teacher Practice and Student Performance. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2235

Chicago Manual of Style (16th Edition):

Johnson, Aubrey. “The Relationship Between Teacher Practice and Student Performance.” 2017. Doctoral Dissertation, Seton Hall University. Accessed April 26, 2019. http://scholarship.shu.edu/dissertations/2235.

MLA Handbook (7th Edition):

Johnson, Aubrey. “The Relationship Between Teacher Practice and Student Performance.” 2017. Web. 26 Apr 2019.

Vancouver:

Johnson A. The Relationship Between Teacher Practice and Student Performance. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2019 Apr 26]. Available from: http://scholarship.shu.edu/dissertations/2235.

Council of Science Editors:

Johnson A. The Relationship Between Teacher Practice and Student Performance. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2235


East Tennessee State University

12. Morris, Nichole R. The Tennessee Educator Acceleration Model and the Teacher Instructional Growth for Effectiveness and Results Model on Measures of Teacher Effectiveness: A Comparative Study.

Degree: EdD (Doctor of Education), Educational Leadership, 2017, East Tennessee State University

  The purpose of this quantitative study was to compare measures of teacher effectiveness between two different Tennessee teacher evaluation models. The two teacher evaluation… (more)

Subjects/Keywords: Teacher Evaluations; TEAM; TIGER; Teacher Effectiveness; Value-added; Observations; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Morris, N. R. (2017). The Tennessee Educator Acceleration Model and the Teacher Instructional Growth for Effectiveness and Results Model on Measures of Teacher Effectiveness: A Comparative Study. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3282

Chicago Manual of Style (16th Edition):

Morris, Nichole R. “The Tennessee Educator Acceleration Model and the Teacher Instructional Growth for Effectiveness and Results Model on Measures of Teacher Effectiveness: A Comparative Study.” 2017. Doctoral Dissertation, East Tennessee State University. Accessed April 26, 2019. https://dc.etsu.edu/etd/3282.

MLA Handbook (7th Edition):

Morris, Nichole R. “The Tennessee Educator Acceleration Model and the Teacher Instructional Growth for Effectiveness and Results Model on Measures of Teacher Effectiveness: A Comparative Study.” 2017. Web. 26 Apr 2019.

Vancouver:

Morris NR. The Tennessee Educator Acceleration Model and the Teacher Instructional Growth for Effectiveness and Results Model on Measures of Teacher Effectiveness: A Comparative Study. [Internet] [Doctoral dissertation]. East Tennessee State University; 2017. [cited 2019 Apr 26]. Available from: https://dc.etsu.edu/etd/3282.

Council of Science Editors:

Morris NR. The Tennessee Educator Acceleration Model and the Teacher Instructional Growth for Effectiveness and Results Model on Measures of Teacher Effectiveness: A Comparative Study. [Doctoral Dissertation]. East Tennessee State University; 2017. Available from: https://dc.etsu.edu/etd/3282


University of South Florida

13. Güerere, Claudia. Value-Added and Observational Measures Used in the Teacher Evaluation Process: A Validation Study.

Degree: 2013, University of South Florida

 Scores from value-added models (VAMs), as used for educational accountability, represent the educational effect teachers have on their students. The use of these scores in… (more)

Subjects/Keywords: Educational Accountability; Structural Equation Modeling; Teaching Effectiveness; Teaching Quality; Validity; Value-Added Scores; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Güerere, C. (2013). Value-Added and Observational Measures Used in the Teacher Evaluation Process: A Validation Study. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/4678

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):

Güerere, Claudia. “Value-Added and Observational Measures Used in the Teacher Evaluation Process: A Validation Study.” 2013. Thesis, University of South Florida. Accessed April 26, 2019. https://scholarcommons.usf.edu/etd/4678.

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

MLA Handbook (7th Edition):

Güerere, Claudia. “Value-Added and Observational Measures Used in the Teacher Evaluation Process: A Validation Study.” 2013. Web. 26 Apr 2019.

Vancouver:

Güerere C. Value-Added and Observational Measures Used in the Teacher Evaluation Process: A Validation Study. [Internet] [Thesis]. University of South Florida; 2013. [cited 2019 Apr 26]. Available from: https://scholarcommons.usf.edu/etd/4678.

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

Council of Science Editors:

Güerere C. Value-Added and Observational Measures Used in the Teacher Evaluation Process: A Validation Study. [Thesis]. University of South Florida; 2013. Available from: https://scholarcommons.usf.edu/etd/4678

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


Virginia Tech

14. Grounard, Daniel J. At the Intersection of Political Culture and the Policy Process: an Evolution of the Tennessee Value-Added Assessment System Through the Tennessee Legislature.

Degree: EdD, Educational Leadership and Policy Studies, 2006, Virginia Tech

  This grounded theory retrospective case study examined whether the development of the Tennessee Value-Added Assessment System (TVAAS) supported Lasswell's (1951) policy process framework and… (more)

Subjects/Keywords: Value-added Assessments; Public policy-making; Assessment

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APA (6th Edition):

Grounard, D. J. (2006). At the Intersection of Political Culture and the Policy Process: an Evolution of the Tennessee Value-Added Assessment System Through the Tennessee Legislature. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27877

Chicago Manual of Style (16th Edition):

Grounard, Daniel J. “At the Intersection of Political Culture and the Policy Process: an Evolution of the Tennessee Value-Added Assessment System Through the Tennessee Legislature.” 2006. Doctoral Dissertation, Virginia Tech. Accessed April 26, 2019. http://hdl.handle.net/10919/27877.

MLA Handbook (7th Edition):

Grounard, Daniel J. “At the Intersection of Political Culture and the Policy Process: an Evolution of the Tennessee Value-Added Assessment System Through the Tennessee Legislature.” 2006. Web. 26 Apr 2019.

Vancouver:

Grounard DJ. At the Intersection of Political Culture and the Policy Process: an Evolution of the Tennessee Value-Added Assessment System Through the Tennessee Legislature. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10919/27877.

Council of Science Editors:

Grounard DJ. At the Intersection of Political Culture and the Policy Process: an Evolution of the Tennessee Value-Added Assessment System Through the Tennessee Legislature. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/27877


East Tennessee State University

15. Padelski, Anthony W. Elementary School TVAAS Composites: A Comparison Between Title I Elementary Schools and Non-Title I Elementary Schools in Tennessee.

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

  The goal of Title I is to provide extra instructional services and activities that support students identified as failing or most at risk of… (more)

Subjects/Keywords: TVAAS; Title I schools; state report cards; value added assessment; composite score; elementary school scores; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods

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APA (6th Edition):

Padelski, A. W. (2016). Elementary School TVAAS Composites: A Comparison Between Title I Elementary Schools and Non-Title I Elementary Schools in Tennessee. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3134

Chicago Manual of Style (16th Edition):

Padelski, Anthony W. “Elementary School TVAAS Composites: A Comparison Between Title I Elementary Schools and Non-Title I Elementary Schools in Tennessee.” 2016. Doctoral Dissertation, East Tennessee State University. Accessed April 26, 2019. https://dc.etsu.edu/etd/3134.

MLA Handbook (7th Edition):

Padelski, Anthony W. “Elementary School TVAAS Composites: A Comparison Between Title I Elementary Schools and Non-Title I Elementary Schools in Tennessee.” 2016. Web. 26 Apr 2019.

Vancouver:

Padelski AW. Elementary School TVAAS Composites: A Comparison Between Title I Elementary Schools and Non-Title I Elementary Schools in Tennessee. [Internet] [Doctoral dissertation]. East Tennessee State University; 2016. [cited 2019 Apr 26]. Available from: https://dc.etsu.edu/etd/3134.

Council of Science Editors:

Padelski AW. Elementary School TVAAS Composites: A Comparison Between Title I Elementary Schools and Non-Title I Elementary Schools in Tennessee. [Doctoral Dissertation]. East Tennessee State University; 2016. Available from: https://dc.etsu.edu/etd/3134


Indiana University of Pennsylvania

16. Jones, James W. A Quantitative Study: The Relationship Between School-Wide Instructional Practices, Teacher Beliefs, and Growth Mindset and Value-Added Student Growth in Elementary Mathematics for Grades 3–5.

Degree: Ded, Professional Studies in Education, 2016, Indiana University of Pennsylvania

  This study investigated the correlation between instructional practices, teacher beliefs, and teacher mindset on elementary student growth in mathematics. Growth was considered as the… (more)

Subjects/Keywords: elementary school; growth mindset; mathematics; student growth; teacher beliefs; value-added; Educational Assessment, Evaluation, and Research; Elementary Education; Science and Mathematics Education

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APA (6th Edition):

Jones, J. W. (2016). A Quantitative Study: The Relationship Between School-Wide Instructional Practices, Teacher Beliefs, and Growth Mindset and Value-Added Student Growth in Elementary Mathematics for Grades 3–5. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1454

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):

Jones, James W. “A Quantitative Study: The Relationship Between School-Wide Instructional Practices, Teacher Beliefs, and Growth Mindset and Value-Added Student Growth in Elementary Mathematics for Grades 3–5.” 2016. Thesis, Indiana University of Pennsylvania. Accessed April 26, 2019. https://knowledge.library.iup.edu/etd/1454.

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

MLA Handbook (7th Edition):

Jones, James W. “A Quantitative Study: The Relationship Between School-Wide Instructional Practices, Teacher Beliefs, and Growth Mindset and Value-Added Student Growth in Elementary Mathematics for Grades 3–5.” 2016. Web. 26 Apr 2019.

Vancouver:

Jones JW. A Quantitative Study: The Relationship Between School-Wide Instructional Practices, Teacher Beliefs, and Growth Mindset and Value-Added Student Growth in Elementary Mathematics for Grades 3–5. [Internet] [Thesis]. Indiana University of Pennsylvania; 2016. [cited 2019 Apr 26]. Available from: https://knowledge.library.iup.edu/etd/1454.

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

Council of Science Editors:

Jones JW. A Quantitative Study: The Relationship Between School-Wide Instructional Practices, Teacher Beliefs, and Growth Mindset and Value-Added Student Growth in Elementary Mathematics for Grades 3–5. [Thesis]. Indiana University of Pennsylvania; 2016. Available from: https://knowledge.library.iup.edu/etd/1454

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


East Tennessee State University

17. Swanson, Phillip L. A Quantitative Study of School Characteristics that Impact Student Achievement on State Assessments and those Assessments' Associations to ACT Scores in Tennessee.

Degree: EdD (Doctor of Education), Educational Leadership, 2009, East Tennessee State University

  The purpose of this study was to determine whether a significant relationship exists between particular home, student, and school characteristics and ACT scores and… (more)

Subjects/Keywords: ACT; Value-Added; Lottery; Grade-Point Averages; Meritocracy; Tennessee; Education; Educational Assessment, Evaluation, and Research; Educational Sociology; Social and Behavioral Sciences; Sociology

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APA (6th Edition):

Swanson, P. L. (2009). A Quantitative Study of School Characteristics that Impact Student Achievement on State Assessments and those Assessments' Associations to ACT Scores in Tennessee. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1837

Chicago Manual of Style (16th Edition):

Swanson, Phillip L. “A Quantitative Study of School Characteristics that Impact Student Achievement on State Assessments and those Assessments' Associations to ACT Scores in Tennessee.” 2009. Doctoral Dissertation, East Tennessee State University. Accessed April 26, 2019. https://dc.etsu.edu/etd/1837.

MLA Handbook (7th Edition):

Swanson, Phillip L. “A Quantitative Study of School Characteristics that Impact Student Achievement on State Assessments and those Assessments' Associations to ACT Scores in Tennessee.” 2009. Web. 26 Apr 2019.

Vancouver:

Swanson PL. A Quantitative Study of School Characteristics that Impact Student Achievement on State Assessments and those Assessments' Associations to ACT Scores in Tennessee. [Internet] [Doctoral dissertation]. East Tennessee State University; 2009. [cited 2019 Apr 26]. Available from: https://dc.etsu.edu/etd/1837.

Council of Science Editors:

Swanson PL. A Quantitative Study of School Characteristics that Impact Student Achievement on State Assessments and those Assessments' Associations to ACT Scores in Tennessee. [Doctoral Dissertation]. East Tennessee State University; 2009. Available from: https://dc.etsu.edu/etd/1837

18. White, Caletha. Exploring Teacher Effectiveness As Measured By The Danielson Framework For Teaching and Student Achievement Outcomes: Pursuing An Understanding of Leading Students to Excellence-PULSE Study.

Degree: EdD Doctor of Education, Educational Leadership, 2017, National-Louis University

  ABSTRACT The idea of teacher excellence is the guiding principal of exploring the teacher evaluation ratings of effective teachers. Using the Danielson Framework for… (more)

Subjects/Keywords: Teacher Evaluation; Danielson Framework for Teaching; Student Growth; Value Added Evaluation; Student Achievement Outcomes; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary Education

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APA (6th Edition):

White, C. (2017). Exploring Teacher Effectiveness As Measured By The Danielson Framework For Teaching and Student Achievement Outcomes: Pursuing An Understanding of Leading Students to Excellence-PULSE Study. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/277

Chicago Manual of Style (16th Edition):

White, Caletha. “Exploring Teacher Effectiveness As Measured By The Danielson Framework For Teaching and Student Achievement Outcomes: Pursuing An Understanding of Leading Students to Excellence-PULSE Study.” 2017. Doctoral Dissertation, National-Louis University. Accessed April 26, 2019. https://digitalcommons.nl.edu/diss/277.

MLA Handbook (7th Edition):

White, Caletha. “Exploring Teacher Effectiveness As Measured By The Danielson Framework For Teaching and Student Achievement Outcomes: Pursuing An Understanding of Leading Students to Excellence-PULSE Study.” 2017. Web. 26 Apr 2019.

Vancouver:

White C. Exploring Teacher Effectiveness As Measured By The Danielson Framework For Teaching and Student Achievement Outcomes: Pursuing An Understanding of Leading Students to Excellence-PULSE Study. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2019 Apr 26]. Available from: https://digitalcommons.nl.edu/diss/277.

Council of Science Editors:

White C. Exploring Teacher Effectiveness As Measured By The Danielson Framework For Teaching and Student Achievement Outcomes: Pursuing An Understanding of Leading Students to Excellence-PULSE Study. [Doctoral Dissertation]. National-Louis University; 2017. Available from: https://digitalcommons.nl.edu/diss/277


University of North Texas

19. Stewart, Robert L. (Robert Lee), 1960-. The Relationships Between the TeacherInsight Score and Student Performance As Measured by Student TAKS Academic Change Scores.

Degree: 2014, University of North Texas

 The purpose of this study was to investigate the relationship between TeacherInsight™ (TI) scores and student performance as measured by student academic change scores on… (more)

Subjects/Keywords: Disposition; screening; value-added; Teachers  – Rating of  – Texas.; Teachers  – Selection and appointment  – Texas.; Academic achievement  – Texas.; Texas Assessment of Knowledge and Skills.

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APA (6th Edition):

Stewart, Robert L. (Robert Lee), 1. (2014). The Relationships Between the TeacherInsight Score and Student Performance As Measured by Student TAKS Academic Change Scores. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc700102/

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):

Stewart, Robert L. (Robert Lee), 1960-. “The Relationships Between the TeacherInsight Score and Student Performance As Measured by Student TAKS Academic Change Scores.” 2014. Thesis, University of North Texas. Accessed April 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc700102/.

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

MLA Handbook (7th Edition):

Stewart, Robert L. (Robert Lee), 1960-. “The Relationships Between the TeacherInsight Score and Student Performance As Measured by Student TAKS Academic Change Scores.” 2014. Web. 26 Apr 2019.

Vancouver:

Stewart, Robert L. (Robert Lee) 1. The Relationships Between the TeacherInsight Score and Student Performance As Measured by Student TAKS Academic Change Scores. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Apr 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc700102/.

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

Council of Science Editors:

Stewart, Robert L. (Robert Lee) 1. The Relationships Between the TeacherInsight Score and Student Performance As Measured by Student TAKS Academic Change Scores. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc700102/

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


University of South Africa

20. Vilakazi, Dennis Thulani. Developing an integrated assessment framework for mergers and acquisitions : a case of the South African banking industry.

Degree: 2016, University of South Africa

 This study investigated the critical success factors that affect the effectiveness and efficiency of mergers and acquisitions, by soliciting responses from bank Chief Executives and… (more)

Subjects/Keywords: Banking industry; Case study; Critical success factors; Culture; Deal value added; Vision; Values; Leadership; Integrated assessment; Mergers and acquisitions; Return on equity

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

APA (6th Edition):

Vilakazi, D. T. (2016). Developing an integrated assessment framework for mergers and acquisitions : a case of the South African banking industry. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/23298

Chicago Manual of Style (16th Edition):

Vilakazi, Dennis Thulani. “Developing an integrated assessment framework for mergers and acquisitions : a case of the South African banking industry.” 2016. Doctoral Dissertation, University of South Africa. Accessed April 26, 2019. http://hdl.handle.net/10500/23298.

MLA Handbook (7th Edition):

Vilakazi, Dennis Thulani. “Developing an integrated assessment framework for mergers and acquisitions : a case of the South African banking industry.” 2016. Web. 26 Apr 2019.

Vancouver:

Vilakazi DT. Developing an integrated assessment framework for mergers and acquisitions : a case of the South African banking industry. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10500/23298.

Council of Science Editors:

Vilakazi DT. Developing an integrated assessment framework for mergers and acquisitions : a case of the South African banking industry. [Doctoral Dissertation]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/23298


University of Central Florida

21. Carter, James. Multiple-Case Study and Exploratory Analysis of the Implementation of Value-Added Teacher Performance Assessment on Eighth Grade Student Achievement in Ohio, Pennsylvania, and Tennessee.

Degree: 2014, University of Central Florida

 The goal of this research was to analyze the academic impact of the implementation of the Value Added Assessment Model. The researcher analyzed the Value(more)

Subjects/Keywords: Value added assessment model; naep; student achievement; Education; Educational Leadership; Dissertations, Academic  – Education and Human Performance; Education and Human Performance  – Dissertations, Academic

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APA (6th Edition):

Carter, J. (2014). Multiple-Case Study and Exploratory Analysis of the Implementation of Value-Added Teacher Performance Assessment on Eighth Grade Student Achievement in Ohio, Pennsylvania, and Tennessee. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/4810

Chicago Manual of Style (16th Edition):

Carter, James. “Multiple-Case Study and Exploratory Analysis of the Implementation of Value-Added Teacher Performance Assessment on Eighth Grade Student Achievement in Ohio, Pennsylvania, and Tennessee.” 2014. Doctoral Dissertation, University of Central Florida. Accessed April 26, 2019. http://stars.library.ucf.edu/etd/4810.

MLA Handbook (7th Edition):

Carter, James. “Multiple-Case Study and Exploratory Analysis of the Implementation of Value-Added Teacher Performance Assessment on Eighth Grade Student Achievement in Ohio, Pennsylvania, and Tennessee.” 2014. Web. 26 Apr 2019.

Vancouver:

Carter J. Multiple-Case Study and Exploratory Analysis of the Implementation of Value-Added Teacher Performance Assessment on Eighth Grade Student Achievement in Ohio, Pennsylvania, and Tennessee. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2019 Apr 26]. Available from: http://stars.library.ucf.edu/etd/4810.

Council of Science Editors:

Carter J. Multiple-Case Study and Exploratory Analysis of the Implementation of Value-Added Teacher Performance Assessment on Eighth Grade Student Achievement in Ohio, Pennsylvania, and Tennessee. [Doctoral Dissertation]. University of Central Florida; 2014. Available from: http://stars.library.ucf.edu/etd/4810


Liberty University

22. Street, Nathan. Predicting Teacher Value-Added Results in Non-Tested Subjects Based on Confounding Variables: A Multinomial Logistic Regression.

Degree: 2017, Liberty University

 Teacher value-added measures (VAM) are designed to provide information regarding teachers’ causal impact on the academic growth of students while controlling for exogenous variables. While… (more)

Subjects/Keywords: Assessment; School Climate; Student Background; Teacher Experience. Teacher Licensure; Value-Added; Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Psychology; Elementary and Middle and Secondary Education Administration; Other Education

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APA (6th Edition):

Street, N. (2017). Predicting Teacher Value-Added Results in Non-Tested Subjects Based on Confounding Variables: A Multinomial Logistic Regression. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1482

Chicago Manual of Style (16th Edition):

Street, Nathan. “Predicting Teacher Value-Added Results in Non-Tested Subjects Based on Confounding Variables: A Multinomial Logistic Regression.” 2017. Doctoral Dissertation, Liberty University. Accessed April 26, 2019. http://digitalcommons.liberty.edu/doctoral/1482.

MLA Handbook (7th Edition):

Street, Nathan. “Predicting Teacher Value-Added Results in Non-Tested Subjects Based on Confounding Variables: A Multinomial Logistic Regression.” 2017. Web. 26 Apr 2019.

Vancouver:

Street N. Predicting Teacher Value-Added Results in Non-Tested Subjects Based on Confounding Variables: A Multinomial Logistic Regression. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Apr 26]. Available from: http://digitalcommons.liberty.edu/doctoral/1482.

Council of Science Editors:

Street N. Predicting Teacher Value-Added Results in Non-Tested Subjects Based on Confounding Variables: A Multinomial Logistic Regression. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1482


East Tennessee State University

23. Evans, Kyle Allen. A Comparison of Academic Achievement and Value-Added Grades on the State Report Cards in Tennessee, 2001-2003.

Degree: EdD (Doctor of Education), Educational Leadership, 2005, East Tennessee State University

  This study uses the state report cards published by the Tennessee Department of Education to compare the academic achievement grades to the value-added grades… (more)

Subjects/Keywords: standardized testing; state report card; value-added assessment; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Evans, K. A. (2005). A Comparison of Academic Achievement and Value-Added Grades on the State Report Cards in Tennessee, 2001-2003. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/988

Chicago Manual of Style (16th Edition):

Evans, Kyle Allen. “A Comparison of Academic Achievement and Value-Added Grades on the State Report Cards in Tennessee, 2001-2003.” 2005. Doctoral Dissertation, East Tennessee State University. Accessed April 26, 2019. https://dc.etsu.edu/etd/988.

MLA Handbook (7th Edition):

Evans, Kyle Allen. “A Comparison of Academic Achievement and Value-Added Grades on the State Report Cards in Tennessee, 2001-2003.” 2005. Web. 26 Apr 2019.

Vancouver:

Evans KA. A Comparison of Academic Achievement and Value-Added Grades on the State Report Cards in Tennessee, 2001-2003. [Internet] [Doctoral dissertation]. East Tennessee State University; 2005. [cited 2019 Apr 26]. Available from: https://dc.etsu.edu/etd/988.

Council of Science Editors:

Evans KA. A Comparison of Academic Achievement and Value-Added Grades on the State Report Cards in Tennessee, 2001-2003. [Doctoral Dissertation]. East Tennessee State University; 2005. Available from: https://dc.etsu.edu/etd/988


East Tennessee State University

24. Davis, Joshua B. The Relationship Between the Growth Score and the Overall TEAM Observation Rating for Teachers in Tennessee.

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

  The purpose of this study was to investigate the relationship between the TVAAS growth score given by the Tennessee Department of Education and the… (more)

Subjects/Keywords: TVAAS; TEAM Evaluation; teacher evaluation; value-added growth scores; First to the Top; Race to the Top; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary and Middle and Secondary Education Administration; Elementary Education and Teaching

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APA (6th Edition):

Davis, J. B. (2014). The Relationship Between the Growth Score and the Overall TEAM Observation Rating for Teachers in Tennessee. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2432

Chicago Manual of Style (16th Edition):

Davis, Joshua B. “The Relationship Between the Growth Score and the Overall TEAM Observation Rating for Teachers in Tennessee.” 2014. Doctoral Dissertation, East Tennessee State University. Accessed April 26, 2019. https://dc.etsu.edu/etd/2432.

MLA Handbook (7th Edition):

Davis, Joshua B. “The Relationship Between the Growth Score and the Overall TEAM Observation Rating for Teachers in Tennessee.” 2014. Web. 26 Apr 2019.

Vancouver:

Davis JB. The Relationship Between the Growth Score and the Overall TEAM Observation Rating for Teachers in Tennessee. [Internet] [Doctoral dissertation]. East Tennessee State University; 2014. [cited 2019 Apr 26]. Available from: https://dc.etsu.edu/etd/2432.

Council of Science Editors:

Davis JB. The Relationship Between the Growth Score and the Overall TEAM Observation Rating for Teachers in Tennessee. [Doctoral Dissertation]. East Tennessee State University; 2014. Available from: https://dc.etsu.edu/etd/2432


East Tennessee State University

25. Webb, Paul B. The Associations between the Scores on the ACT Test and Tennessee's Value-Added Assessment in 281 Tennessee High Schools.

Degree: EdD (Doctor of Education), Educational Leadership, 2005, East Tennessee State University

  The purpose of this study was to explore the relationships between and among various demographic and test score data with American College Testing (ACT)… (more)

Subjects/Keywords: Standardized Testing; Behaviorism; Philosophy; Pearson; Multivariable; Regression; Tennessee; Psychology; Coleman; Lottery; Value-Added; ACT; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Webb, P. B. (2005). The Associations between the Scores on the ACT Test and Tennessee's Value-Added Assessment in 281 Tennessee High Schools. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1062

Chicago Manual of Style (16th Edition):

Webb, Paul B. “The Associations between the Scores on the ACT Test and Tennessee's Value-Added Assessment in 281 Tennessee High Schools.” 2005. Doctoral Dissertation, East Tennessee State University. Accessed April 26, 2019. https://dc.etsu.edu/etd/1062.

MLA Handbook (7th Edition):

Webb, Paul B. “The Associations between the Scores on the ACT Test and Tennessee's Value-Added Assessment in 281 Tennessee High Schools.” 2005. Web. 26 Apr 2019.

Vancouver:

Webb PB. The Associations between the Scores on the ACT Test and Tennessee's Value-Added Assessment in 281 Tennessee High Schools. [Internet] [Doctoral dissertation]. East Tennessee State University; 2005. [cited 2019 Apr 26]. Available from: https://dc.etsu.edu/etd/1062.

Council of Science Editors:

Webb PB. The Associations between the Scores on the ACT Test and Tennessee's Value-Added Assessment in 281 Tennessee High Schools. [Doctoral Dissertation]. East Tennessee State University; 2005. Available from: https://dc.etsu.edu/etd/1062

26. White, Caletha. Redesigned Adult Learning To Create An Environment Of Deep Understanding Of The Danielson Framework for Teaching And The Shifts Required To Lead Students To Excellence.

Degree: EdD Doctor of Education, Educational Leadership, 2017, National-Louis University

  ABSTRACT Using Wagner’s (2006) change leadership model to assess culture, context, condition and competencies of a small suburban school district to create a change… (more)

Subjects/Keywords: Teacher Evaluation; Danielson Framework for Teaching; Student Growth; Value Added Evaluation; Student Achievement Outcomes; Professional Learning; Staff Development; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary Education; Teacher Education and Professional Development

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

APA (6th Edition):

White, C. (2017). Redesigned Adult Learning To Create An Environment Of Deep Understanding Of The Danielson Framework for Teaching And The Shifts Required To Lead Students To Excellence. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/276

Chicago Manual of Style (16th Edition):

White, Caletha. “Redesigned Adult Learning To Create An Environment Of Deep Understanding Of The Danielson Framework for Teaching And The Shifts Required To Lead Students To Excellence.” 2017. Doctoral Dissertation, National-Louis University. Accessed April 26, 2019. https://digitalcommons.nl.edu/diss/276.

MLA Handbook (7th Edition):

White, Caletha. “Redesigned Adult Learning To Create An Environment Of Deep Understanding Of The Danielson Framework for Teaching And The Shifts Required To Lead Students To Excellence.” 2017. Web. 26 Apr 2019.

Vancouver:

White C. Redesigned Adult Learning To Create An Environment Of Deep Understanding Of The Danielson Framework for Teaching And The Shifts Required To Lead Students To Excellence. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2019 Apr 26]. Available from: https://digitalcommons.nl.edu/diss/276.

Council of Science Editors:

White C. Redesigned Adult Learning To Create An Environment Of Deep Understanding Of The Danielson Framework for Teaching And The Shifts Required To Lead Students To Excellence. [Doctoral Dissertation]. National-Louis University; 2017. Available from: https://digitalcommons.nl.edu/diss/276

27. White, Caletha. Policy Advocacy - Advocating For Redesigned Adult Learning In Support of Value-Added Teacher Evaluation.

Degree: EdD Doctor of Education, Educational Leadership, 2017, National-Louis University

  ABSTRACT Redesigning adult learning in order to move toward excellence in the classroom is critical to improving the state of the reform work occurring… (more)

Subjects/Keywords: Teacher Evaluation; Danielson Framework for Teaching; Student Growth; Value Added Evaluation; Student Achievement Outcomes; Professional Learning; Staff Development; Adult and Continuing Education and Teaching; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

White, C. (2017). Policy Advocacy - Advocating For Redesigned Adult Learning In Support of Value-Added Teacher Evaluation. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/278

Chicago Manual of Style (16th Edition):

White, Caletha. “Policy Advocacy - Advocating For Redesigned Adult Learning In Support of Value-Added Teacher Evaluation.” 2017. Doctoral Dissertation, National-Louis University. Accessed April 26, 2019. https://digitalcommons.nl.edu/diss/278.

MLA Handbook (7th Edition):

White, Caletha. “Policy Advocacy - Advocating For Redesigned Adult Learning In Support of Value-Added Teacher Evaluation.” 2017. Web. 26 Apr 2019.

Vancouver:

White C. Policy Advocacy - Advocating For Redesigned Adult Learning In Support of Value-Added Teacher Evaluation. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2019 Apr 26]. Available from: https://digitalcommons.nl.edu/diss/278.

Council of Science Editors:

White C. Policy Advocacy - Advocating For Redesigned Adult Learning In Support of Value-Added Teacher Evaluation. [Doctoral Dissertation]. National-Louis University; 2017. Available from: https://digitalcommons.nl.edu/diss/278


University of South Africa

28. Mhlahlo, Petunia Siphiwe. Assessing perceptions on performance measures and funding processes at a development finance institution in South Africa.

Degree: 2017, University of South Africa

 The Industrial Development Corporation is the largest provider of development funding in South Africa. Despite having documented processes for assessing funding applications, which include traditional… (more)

Subjects/Keywords: Performance measures; Funding processes; Industrial Development Corporation (IDC); Economic Value Added (EVA); Development Finance Institutions (DFIs); Impairment rate; Traditional performance measures; Ratios; Funding institutions; Basic assessment; Due diligence; Workout & restructuring; Financial performance

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APA (6th Edition):

Mhlahlo, P. S. (2017). Assessing perceptions on performance measures and funding processes at a development finance institution in South Africa. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/23157

Chicago Manual of Style (16th Edition):

Mhlahlo, Petunia Siphiwe. “Assessing perceptions on performance measures and funding processes at a development finance institution in South Africa.” 2017. Masters Thesis, University of South Africa. Accessed April 26, 2019. http://hdl.handle.net/10500/23157.

MLA Handbook (7th Edition):

Mhlahlo, Petunia Siphiwe. “Assessing perceptions on performance measures and funding processes at a development finance institution in South Africa.” 2017. Web. 26 Apr 2019.

Vancouver:

Mhlahlo PS. Assessing perceptions on performance measures and funding processes at a development finance institution in South Africa. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10500/23157.

Council of Science Editors:

Mhlahlo PS. Assessing perceptions on performance measures and funding processes at a development finance institution in South Africa. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23157


University of Manchester

29. Konstantas, Antonios. Towards eco-efficient food supply chains: Environmental and economic life cycle sustainability of confectionary and frozen desserts.

Degree: 2019, University of Manchester

 Confectionary and frozen desserts are some of the most frequently purchased food types in the UK. However, little is known about their life cycle environmental… (more)

Subjects/Keywords: Life cycle assessment (LCA); Life cycle costing (LCC); Eco-efficiency; Sustainable production and consumption; Sustainable food supply chains; Environmental sustainability; Economic sustainability; Value added; Chocolates; Biscuits; Cakes; Ice cream; Frozen desserts; Confectionary

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APA (6th Edition):

Konstantas, A. (2019). Towards eco-efficient food supply chains: Environmental and economic life cycle sustainability of confectionary and frozen desserts. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:318098

Chicago Manual of Style (16th Edition):

Konstantas, Antonios. “Towards eco-efficient food supply chains: Environmental and economic life cycle sustainability of confectionary and frozen desserts.” 2019. Doctoral Dissertation, University of Manchester. Accessed April 26, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:318098.

MLA Handbook (7th Edition):

Konstantas, Antonios. “Towards eco-efficient food supply chains: Environmental and economic life cycle sustainability of confectionary and frozen desserts.” 2019. Web. 26 Apr 2019.

Vancouver:

Konstantas A. Towards eco-efficient food supply chains: Environmental and economic life cycle sustainability of confectionary and frozen desserts. [Internet] [Doctoral dissertation]. University of Manchester; 2019. [cited 2019 Apr 26]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:318098.

Council of Science Editors:

Konstantas A. Towards eco-efficient food supply chains: Environmental and economic life cycle sustainability of confectionary and frozen desserts. [Doctoral Dissertation]. University of Manchester; 2019. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:318098


East Tennessee State University

30. Cloud, David. A Study of Associations between Third Grade Tennessee Comprehensive Assessment Program Scores and Subsequent Scores in a Rural Tennessee School District.

Degree: EdD (Doctor of Education), Educational Leadership, 2005, East Tennessee State University

  This study was designed to examine the associations and differences that exist in the NCE scores of students on the TerraNova portion of the… (more)

Subjects/Keywords: value-added assessment; TVAAS; Reading; Language Arts; Math; Elementary; TCAP; socioeconomic status; free or reduced lunch; student gender; initial scores; Education; Educational Assessment, Evaluation, and Research

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

APA (6th Edition):

Cloud, D. (2005). A Study of Associations between Third Grade Tennessee Comprehensive Assessment Program Scores and Subsequent Scores in a Rural Tennessee School District. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1087

Chicago Manual of Style (16th Edition):

Cloud, David. “A Study of Associations between Third Grade Tennessee Comprehensive Assessment Program Scores and Subsequent Scores in a Rural Tennessee School District.” 2005. Doctoral Dissertation, East Tennessee State University. Accessed April 26, 2019. https://dc.etsu.edu/etd/1087.

MLA Handbook (7th Edition):

Cloud, David. “A Study of Associations between Third Grade Tennessee Comprehensive Assessment Program Scores and Subsequent Scores in a Rural Tennessee School District.” 2005. Web. 26 Apr 2019.

Vancouver:

Cloud D. A Study of Associations between Third Grade Tennessee Comprehensive Assessment Program Scores and Subsequent Scores in a Rural Tennessee School District. [Internet] [Doctoral dissertation]. East Tennessee State University; 2005. [cited 2019 Apr 26]. Available from: https://dc.etsu.edu/etd/1087.

Council of Science Editors:

Cloud D. A Study of Associations between Third Grade Tennessee Comprehensive Assessment Program Scores and Subsequent Scores in a Rural Tennessee School District. [Doctoral Dissertation]. East Tennessee State University; 2005. Available from: https://dc.etsu.edu/etd/1087

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