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The Student Placement Process: How P...

Finke, Greg Eugene.

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The Student Placement Process: How Principals of High Performing Schools in Ohio Employ Value-Added Data in the Decision Making Process.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The Student Placement Process: How Principals of High Performing Schools in Ohio Employ Value-Added Data in the Decision Making Process./
Author:	Finke, Greg Eugene.
Description:	210 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.
Contained By:	Dissertation Abstracts International74-02A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3539903
ISBN:	9781267644343

The Student Placement Process: How Principals of High Performing Schools in Ohio Employ Value-Added Data in the Decision Making Process.
Finke, Greg Eugene.

The Student Placement Process: How Principals of High Performing Schools in Ohio Employ Value-Added Data in the Decision Making Process. - 210 p.

Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.

Thesis (Ed.D.)--University of Cincinnati, 2012.

This mixed-method study analyzed principal values and student placement decisions in high performing schools. The surveyed opinions of fourth--eighth grade building principals determined how they utilized objective and subjective data in the student placement process. The researcher cross-referenced quantitative descriptive statistics from the Student Placement Survey (SPS) with qualitative short answer responses from the SPS and interview data from the Student Placement Survey interview protocol (SPSi). The results indicated that the placement process of students was purposeful and not at all random. Principals and teachers collaborated a great deal on the placement process to ensure that students are matched with appropriate teachers. The overall goal of the placement process was to develop balanced classrooms both by academics and behavior so that all students could academically grow. Finally, the collaborative placement teams used vast quantities of objective and subjective data to selectively place students to ensure that these balances occur. The Student Placement Matrix was developed as a model that would identify key elements of student placement in order to predict change in the achievement of various subgroups of students. The Student Placement Matrix (SPM) as an initial model was not a statistically significant predictor in achievement change. However, some categories and individual variables did show some statistically significant positive change for individual subgroups of students.

ISBN: 9781267644343Subjects--Topical Terms:

1035576
Education, Leadership.

The Student Placement Process: How Principals of High Performing Schools in Ohio Employ Value-Added Data in the Decision Making Process.
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100 1 $a Finke, Greg Eugene. $3 2098039
245 1 4 $a The Student Placement Process: How Principals of High Performing Schools in Ohio Employ Value-Added Data in the Decision Making Process.
300 $a 210 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.
500 $a Adviser: Carlee P. Escue.
502 $a Thesis (Ed.D.)--University of Cincinnati, 2012.
520 $a This mixed-method study analyzed principal values and student placement decisions in high performing schools. The surveyed opinions of fourth--eighth grade building principals determined how they utilized objective and subjective data in the student placement process. The researcher cross-referenced quantitative descriptive statistics from the Student Placement Survey (SPS) with qualitative short answer responses from the SPS and interview data from the Student Placement Survey interview protocol (SPSi). The results indicated that the placement process of students was purposeful and not at all random. Principals and teachers collaborated a great deal on the placement process to ensure that students are matched with appropriate teachers. The overall goal of the placement process was to develop balanced classrooms both by academics and behavior so that all students could academically grow. Finally, the collaborative placement teams used vast quantities of objective and subjective data to selectively place students to ensure that these balances occur. The Student Placement Matrix was developed as a model that would identify key elements of student placement in order to predict change in the achievement of various subgroups of students. The Student Placement Matrix (SPM) as an initial model was not a statistically significant predictor in achievement change. However, some categories and individual variables did show some statistically significant positive change for individual subgroups of students.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3539903