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District support systems for the ali...

Abbott, Laura Lynn Tanner.

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District support systems for the alignment of curriculum, instruction, and assessment: Can we predict student achievement in reading and writing for school turnaround?

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	District support systems for the alignment of curriculum, instruction, and assessment: Can we predict student achievement in reading and writing for school turnaround?/
作者:	Abbott, Laura Lynn Tanner.
面頁冊數:	93 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:	Dissertation Abstracts International75-09A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3580921
ISBN:	9781321066470

District support systems for the alignment of curriculum, instruction, and assessment: Can we predict student achievement in reading and writing for school turnaround?
Abbott, Laura Lynn Tanner.

District support systems for the alignment of curriculum, instruction, and assessment: Can we predict student achievement in reading and writing for school turnaround? - 93 p.

Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.

Thesis (Ed.D.)--Sam Houston State University, 2014.

This item must not be sold to any third party vendors.

The purpose of this quantitative non-experimental predictive study was to determine if CIA alignment factors and related district support systems are associated with student achievement to enable the turnaround of schools in crisis. This study aimed to utilize the District Snapshot Tool to determine if the district systems that support CIA alignment are predictive of student achievement as measured by student reading and writing scores on the State of Texas Assessment of Academic Readiness (STAAR). The relationship between the District Snapshot CIA Alignment foundation scores and student STAAR reading and writing achievement was examined for this purpose. A quantitative method approach with a non-experimental bivariate predictive design was applied in this study. Data from the 2011-2012 Education Service Center (ESC) Region 13 District Snapshots was utilized as a measure of district supports for CIA alignment and compared with reading and writing scores from the Spring 2012 STAAR test. Simple linear regression was utilized to investigate whether or not the alignment score is predictive of student achievement as measured by the percent of students meeting the standard on the STAAR reading and writing tests. The results indicate that a relationship cannot be established between the CIA alignment score on the District Snapshot and the STAAR reading and writing tests.

ISBN: 9781321066470Subjects--Topical Terms:

2122756
Reading instruction.

District support systems for the alignment of curriculum, instruction, and assessment: Can we predict student achievement in reading and writing for school turnaround?
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245 1 0 $a District support systems for the alignment of curriculum, instruction, and assessment: Can we predict student achievement in reading and writing for school turnaround?
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500 $a Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
500 $a Adviser: Debra Prince.
502 $a Thesis (Ed.D.)--Sam Houston State University, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The purpose of this quantitative non-experimental predictive study was to determine if CIA alignment factors and related district support systems are associated with student achievement to enable the turnaround of schools in crisis. This study aimed to utilize the District Snapshot Tool to determine if the district systems that support CIA alignment are predictive of student achievement as measured by student reading and writing scores on the State of Texas Assessment of Academic Readiness (STAAR). The relationship between the District Snapshot CIA Alignment foundation scores and student STAAR reading and writing achievement was examined for this purpose. A quantitative method approach with a non-experimental bivariate predictive design was applied in this study. Data from the 2011-2012 Education Service Center (ESC) Region 13 District Snapshots was utilized as a measure of district supports for CIA alignment and compared with reading and writing scores from the Spring 2012 STAAR test. Simple linear regression was utilized to investigate whether or not the alignment score is predictive of student achievement as measured by the percent of students meeting the standard on the STAAR reading and writing tests. The results indicate that a relationship cannot be established between the CIA alignment score on the District Snapshot and the STAAR reading and writing tests.
520 $a KEY WORDS: Alignment, curriculum, instruction, assessment, turnaround, STAAR.
590 $a School code: 0374.
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650 4 $a Curriculum development. $3 684418
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773 0 $t Dissertation Abstracts International $g 75-09A(E).
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