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Scaffolds and Spelling in Preschool: Using a Movable Alphabet to Measure Early Literacy
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| 2 |
WV Writes and Westest 2 online writing: the impact of writing prompts on student writing proficiency
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In: Theses, Dissertations and Capstones (2014)
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Developing English and Spanish Literacy in a One-way Spanish Immersion Program
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In: Doctoral Dissertations and Projects (2013)
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Evaluating the Effectiveness of an Intervention Mathematics Class for Low Achieving Middle School Students in Northwest Georgia
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In: Doctoral Dissertations and Projects (2013)
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The Effects of Collaborative Strategic Reading on Informational Text Comprehension and Metacognitive Awareness of Fifth Grade Students
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In: Doctoral Dissertations and Projects (2013)
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The Impact of Selected Initiatives on the Reading Criterion Referenced Competency Test Scores of African-American and Disadvantaged Students in Grades 3, 5, and 8
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In: Doctoral Dissertations and Projects (2013)
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| 7 |
A Comparison of Course Delivery Formats on Student Success of Developmental English Students at California Community Colleges
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In: Doctoral Dissertations and Projects (2013)
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| 8 |
Implementing a Culturally and Linguistically Responsive Phonics Curriculum that Incorporates Music to Meet the Needs of English Language Learners in the Response to Intervention Process
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In: Doctoral Dissertations and Projects (2013)
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| 9 |
The Effect of Voice Thread® Integration on High School Students' Anxiety and Oral Proficiency in the Foreign Language Classroom
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In: Doctoral Dissertations and Projects (2012)
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| 10 |
Standards-Based Assessment and High Stakes Testing: Accuracy of Standards-Based Grading
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In: Doctoral Dissertations and Projects (2012)
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| 11 |
Analyzing the Effects of Two Response to Intervention Tools, Oral Reading Fluency and Maze Assessments, in the Language Arts Classrooms of Middle School Students
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In: Doctoral Dissertations and Projects (2009)
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| 12 |
Using the Grammar Inventory for Teachers and performance assessments to determine self-efficacy with respect to grammar and mechanics
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In: Doctoral Dissertations (2003)
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Abstract:
The Grammar Inventory for Teachers (GIFT) is a 22-item survey that was developed for this study on self-efficacy and editing performance in both professional and future educators. This study explores the relationship of self-efficacy and the degree to which high levels lead to increased performance on an editing task and whether there is predictability of scoring in a high or low performance range based on the measures. Using the GIFT and an editing assignment, this study reveals that many preservice and in-service K–8 educators do not feel as if they have been adequately prepared for grammar in college; in fact, nearly two-thirds of the sample (N = 149) scored at or below the partially proficient range. The findings suggest that professional educators tend to feel more self-efficacious about their grammatical abilities compared to preservice teachers. Still, when participants feel prepared and have a high degree of confidence in their editing abilities, they may perform poorly on an editing task regardless of teacher group. On the performance-based editing task, professional educators outperform students; professional educators have higher levels of self-efficacy for editing competence. It is also likely that if one is a professional educator, the number of English courses one has in college is indicative of editing performance. Finally, the study shows that preservice and professional teachers feel colleges and universities should incorporate more grammar instruction, specifically grammar methodology for teaching grammar to students in order to promote better teaching in a difficult subject area. Teachers agree that no matter what content area one specializes in, all educators should be prepared to address writing deficiencies in children and should themselves be able to write and communicate to colleagues with few grammatical errors. In terms of having belief in one's capabilities, respondents reported that how one feels about oneself has an effect on helping a child develop important writing skills and, at least among professional educators, this proves to be true statistically. Findings will be presented to schools of education with the intent of making recommendations for curricular change in writing expectations for preservice educators. ^
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Keyword:
Curriculum and Instruction; Education; Language and Literature|Education; Teacher Training|Education; Tests and Measurements|Education
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URL: https://opencommons.uconn.edu/dissertations/AAI3101695
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3101695
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| 13 |
The perceived effects of state -mandated testing in New Hampshire
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In: Doctoral Dissertations (2000)
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| 14 |
Teachers' assessment decisions during literacy portfolio reviews: Four descriptive case studies
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In: Doctoral Dissertations (1998)
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| 15 |
East Caribbean immigrant students in the United States Virgin Islands public high schools
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| 16 |
A study of the relationship of reading curricula and the outcome of the Illinois Goals Assessment Program (IGAP) Reading Assessment.
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| 17 |
Judging oral proficiency: Can the naive judge determine standardized test scores (Test of Spoken English) through an interview process
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| 18 |
Use of intrinsic and payoff criteria to evaluate the effectiveness of instructional materials and their impact on instructor-led training
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| 19 |
Use of intrinsic and payoff criteria to evaluate the effectiveness of instructional materials and their impact on instructor-led training
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| 20 |
Judging oral proficiency: Can the naive judge determine standardized test scores (Test of Spoken English) through an interview process
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