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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 12 of 12 1 ADVANCING THE SCIENCE OF HIRING TEACHERS : AN ANALYSIS OF THE EFFECTS OF TEACHER CHARACTERISTICS ON STUDENT ACHIEVEMENT McRae, Jonathan Styers. - : East Carolina University, 2014 BASE Show details 2 Teachers' Perceptions of Merit Pay in Georgia Edenfield, Jessica In: Electronic Theses and Dissertations (2014) BASE Show details 3 An Examination of the Correlation between the Seven Critical Leadership Functions and Middle School African-American and Hispanic Student Achievement Flounnory, Shannon A. In: Electronic Theses and Dissertations (2014) BASE Show details 4 Akademisches Selbstkonzept im Grundschulalter. Entwicklungsanalyse dimensionaler Vergleiche und Exploration differenzieller Unterschiede Ehm, Jan-Henning. - : pedocs-Dokumentenserver/DIPF, 2014 In: 2014, 98 S. - (Zugl.: Frankfurt am Main, Univ., Diss., 2012) (2014) BASE Show details 5 Undergraduate student course engagement and the influence of student, contextual, and teacher variables Marx, Adam Alan. - : University of Missouri--Columbia, 2014 In: Submitted by the University of Missouri--Columbia Graduate School. (2014) BASE Show details 6 Examining the Relationship Amongst Fidelity of Implementation and Student Outcomes of a Tier I English Language Arts Curriculum for Adolescent Readers McNamara, Kelly J In: Doctoral Dissertations (2014) BASE Show details 7 Are onshore pathway students prepared for effective university participation? A case study of an international postgraduate cohort Dyson, Bronwen Patricia. - : Journal of Academic Language & Learning, 2014 BASE Show details 8 Increasing the Parental Involvement of ELL Students in Our School: Improving Teacher-Parent Communication Haniff, Rabeena. - 2014 BASE Show details 9 The effect of collaborative learning on perceived engagement and academic outcomes Northey, Gavin A. (S31061); Bucic, Tania; Chylinski, Mathew. - : Brisbane, Qld., ANZMAC, 2014 BASE Show details 10 New Zealand's National Education Monitoring Project 1995-2009. The Pre-Conception, Conception, Realisation, and Contribution of an Educationally Principled Large-Scale Assessment Programme Flockton, Lester Campbell. - : University of Otago, 2014 BASE Show details 11 A Mixed-Methods Inquiry into Science Teachers’ Perceptions of the Effects of Professional Development Experiences on Implementation of Research-Based Instructional Practices Felton, Norma D In: University of New Orleans Theses and Dissertations (2014) Abstract: Abstract This was a modified integrated mixed methods study of teachers’ perceptions of factors that influence transfer of research-based teaching strategies into classroom practice. Participants were made up of 66 respondents to a researcher made survey, “Survey of Teacher Attitudes toward Change and Classroom Implementation of Research–Based Strategies”. Respondents were divided into two groups based on participation in Louisiana Systemic Initiatives Programs (LaSIP): LaSIP, N= 39 and Non-LaSIP, N= 27. Answers to five research questions were based on analysis of quantitative data from a survey, recorded on a five-point Likert scale and qualitative data from analyses of transcripts of three personal interviews, two focus group discussions and five short-answer questions on the survey. SPSS software version 9 and Atlas.ti version 7 were used in quantitative and qualitative analyses, respectively. Concurrent quantitative and qualitative strands of data were integrated throughout the study. Findings from quantitative data included the following: (1) Teacher perceptions of features of the LaSIP were predictive of reported frequency of use of research-based teaching strategies (RBTS); (2) Reported frequency of use of RBTS was not significantly different in LaSIP versus non-LaSIP teachers, except in reported use of alternative assessments. (3) Both LaSIP and non-LaSIP teachers indicated that implementation of RBTS increased student achievement (4) LaSIP teachers identified factors such as opportunity to collaborate with colleagues, time to acquire content knowledge, practice with material and supplies as features of the LaSIP that influenced implementation of RBTS. (5) Perceived barriers to implementation of RBTS included lack of equipment and lack of teacher input into planning of professional development. and modeling of RBTS as factors that positively influence classroom implementation. Analyses of qualitative data supported many of the findings due to quantitative analyses. Additionally, qualitative data provided more in-depth information concerning teacher perceptions of barriers to implementation such as lack of teacher input into planning and implementation of professional development, and lack of time for in-depth learning during professional development activities. Key Words: Teacher Professional Development, Research-based Teaching Strategies, Classroom Implementation, Science Pedagogy, Mixed Methods, Student Achievement Keyword: Classroom Implementation; Curriculum and Instruction; Education; Key Words: Teacher Professional Development; Mixed Methods; Research-based Teaching Strategies; Science Pedagogy; Student Achievement URL: https://scholarworks.uno.edu/cgi/viewcontent.cgi?article=2838&context=td https://scholarworks.uno.edu/td/1795 BASE Hide details 12 EXPLORING THE IMPACT OF TRADITIONAL AND BLOCK SCHEDULING: AN EXAMINATION OF HIGH SCHOOL STUDENT ACHIEVEMENT (ALGEBRA, BIOLOGY AND ENGLISH), ATTENDANCE RATES, AND DISCIPLINARY INCIDENTS Harris, Darlene Marie. - 2014 BASE Show details

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