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Academic Grading Policies and Their Effects on Teacher Expectation of Students : = A Mixed Methods Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Academic Grading Policies and Their Effects on Teacher Expectation of Students :/
Reminder of title:	A Mixed Methods Study.
Author:	Taylor, Eric.
Description:	1 online resource (100 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
Contained By:	Dissertations Abstracts International83-12A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29163579click for full text (PQDT)
ISBN:	9798819367926

Academic Grading Policies and Their Effects on Teacher Expectation of Students : = A Mixed Methods Study.
Taylor, Eric.

Academic Grading Policies and Their Effects on Teacher Expectation of Students :A Mixed Methods Study. - 1 online resource (100 pages)

Source: Dissertations Abstracts International, Volume: 83-12, Section: A.

Thesis (Ed.D.)--Southern Illinois University at Edwardsville, 2022.

Includes bibliographical references

My goal with this study is to understand the role school academic grading policies play in shaping teacher expectations for students. In the cooperating district, the newly adopted grading policies address the frequency of grades inputted, the weighting of the grades, the required types of assignments, and the various timeline requirements for student grades. A few examples of these policies are: 1) Teachers must enter a minimum of three grades per week, 2) Homework and engagement/participation must be worth a maximum of 5% at the middle school and 10% at the high school of a student's overall grade, 3) Extra credit is not allowed to be used for grade calculations, and 4) Students have the opportunity to turn in late assignments for full credit. These are just a few of the specific academic grading policies. A complete list of the academic grading policies is found in the Academic Policy Survey in Appendix B.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798819367926Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

School academic grading policiesIndex Terms--Genre/Form:

542853
Electronic books.

Academic Grading Policies and Their Effects on Teacher Expectation of Students : = A Mixed Methods Study.
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500 $a Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
500 $a Advisor: Yu, Tianlong.
502 $a Thesis (Ed.D.)--Southern Illinois University at Edwardsville, 2022.
504 $a Includes bibliographical references
520 $a My goal with this study is to understand the role school academic grading policies play in shaping teacher expectations for students. In the cooperating district, the newly adopted grading policies address the frequency of grades inputted, the weighting of the grades, the required types of assignments, and the various timeline requirements for student grades. A few examples of these policies are: 1) Teachers must enter a minimum of three grades per week, 2) Homework and engagement/participation must be worth a maximum of 5% at the middle school and 10% at the high school of a student's overall grade, 3) Extra credit is not allowed to be used for grade calculations, and 4) Students have the opportunity to turn in late assignments for full credit. These are just a few of the specific academic grading policies. A complete list of the academic grading policies is found in the Academic Policy Survey in Appendix B.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 529436
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Education policy. $3 2191387
653 $a School academic grading policies
653 $a Extra credit
653 $a Late assignments
653 $a Frequency of grades inputted
653 $a Weighting of grades
655 7 $a Electronic books. $2 lcsh $3 542853
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710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Southern Illinois University at Edwardsville. $b Educational Leadership. $3 2098435
773 0 $t Dissertations Abstracts International $g 83-12A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29163579 $z click for full text (PQDT)