東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Cumulative Standards-Based Progress ...

Goins, John.

Linked to FindBook

Google Book

Amazon

博客來

Cumulative Standards-Based Progress Reports' Impact on Students' Test Scores and Mastery of Curriculum.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Cumulative Standards-Based Progress Reports' Impact on Students' Test Scores and Mastery of Curriculum./
Author:	Goins, John.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	261 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10751099
ISBN:	9780355798418

Cumulative Standards-Based Progress Reports' Impact on Students' Test Scores and Mastery of Curriculum.
Goins, John.

Cumulative Standards-Based Progress Reports' Impact on Students' Test Scores and Mastery of Curriculum. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 261 p.

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ed.D.)--Dallas Baptist University, 2018.

The purpose of the current study was to determine whether there would be a difference in academic growth measured by gain scores when parents and students received a cumulative standards-based progress report. Participants included 116 fifth grade math students in a Dallas-Fort Worth Area school. Data from district assessments were used to produce a cumulative standards-based progress report, which was provided to parents and students every three weeks. The current study consisted of five research questions. The first used an independent samples t-test to determine if there was a significant difference in gain scores between the control and intervention groups. The intervention group scores were significantly higher. The second and third questions used a two-way between subjects analysis of variance to determine if the intervention results were influenced by socioeconomic factors or ethnicity. The results indicated neither had a significant influence. The fourth research question focused on the timing of the introduction of the content material. The results were varied based on timing and difficulty. The fifth research question provided parents and students with a survey which showed favorable reaction to the cumulative standards-based progress report. Additionally, an independent samples t-test was preformed to see if there was a difference in the state test scores between the control and intervention groups. The results indicated than the intervention group performed better.

ISBN: 9780355798418Subjects--Topical Terms:

529436
Educational leadership.

Cumulative Standards-Based Progress Reports' Impact on Students' Test Scores and Mastery of Curriculum.
LDR:02511nmm a2200325 4500 001 2165212
005 20181129120547.5
008 190424s2018 ||||||||||||||||| ||eng d
020 $a 9780355798418
035 $a (MiAaPQ)AAI10751099
035 $a (MiAaPQ)dbu:10140
035 $a AAI10751099
040 $a MiAaPQ $c MiAaPQ
100 1 $a Goins, John. $3 3353277
245 1 0 $a Cumulative Standards-Based Progress Reports' Impact on Students' Test Scores and Mastery of Curriculum.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 261 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
500 $a Adviser: Tam Jones.
502 $a Thesis (Ed.D.)--Dallas Baptist University, 2018.
520 $a The purpose of the current study was to determine whether there would be a difference in academic growth measured by gain scores when parents and students received a cumulative standards-based progress report. Participants included 116 fifth grade math students in a Dallas-Fort Worth Area school. Data from district assessments were used to produce a cumulative standards-based progress report, which was provided to parents and students every three weeks. The current study consisted of five research questions. The first used an independent samples t-test to determine if there was a significant difference in gain scores between the control and intervention groups. The intervention group scores were significantly higher. The second and third questions used a two-way between subjects analysis of variance to determine if the intervention results were influenced by socioeconomic factors or ethnicity. The results indicated neither had a significant influence. The fourth research question focused on the timing of the introduction of the content material. The results were varied based on timing and difficulty. The fifth research question provided parents and students with a survey which showed favorable reaction to the cumulative standards-based progress report. Additionally, an independent samples t-test was preformed to see if there was a difference in the state test scores between the control and intervention groups. The results indicated than the intervention group performed better.
590 $a School code: 1539.
650 4 $a Educational leadership. $3 529436
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Mathematics education. $3 641129
650 4 $a Elementary education. $3 641385
690 $a 0449
690 $a 0288
690 $a 0280
690 $a 0524
710 2 $a Dallas Baptist University. $b Leadership. $3 3178087
773 0 $t Dissertation Abstracts International $g 79-08A(E).
790 $a 1539
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10751099