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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 Page: 1 2 3 Hits 1 – 20 of 57 1 Who Should Take College-Level Courses? Impact Findings From an Evaluation of a Multiple Measures Assessment Strategy Barnett, Elisabeth A.; Kopko, Elizabeth Mary; Cullinan, Dan. - : Community College Research Center, Teachers College, Columbia University, 2020 BASE Show details 2 An Examination of Special Education Instructional Programs for English Learners in New York City Schools Mathieu, Lorna. - 2019 BASE Show details 3 African American Vernacular English and the Achievement Gap: How Teacher Perception Impacts Instruction and Student Motivation Salih, Suweeyah S. In: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564758333725021 (2019) BASE Show details 4 An Examination of Special Education Instructional Programs for English Learners in New York City Schools ... Mathieu, Lorna. - : Columbia University, 2019 BASE Show details 5 The affect of increased assessment focus through professional learning communities on instructional practice Swinson, Michael Royce. - : East Carolina University, 2019 BASE Show details 6 Fundamental Attribution Error: Perspectives of Principal, Teacher, and Parent Influence on Student Growth Rayner, Sonja In: Dissertations (2019) BASE Show details 7 Vocabulary Use in Academic-Track High-School English Literature Diploma Exam Essay Writing and its Relationship to Academic Achievement ... Pinchbeck, Geoffrey George. - : Graduate Studies, 2017 BASE Show details 8 In the Importance of EFL Learners' Writing Skill: Is there any Relation between Writing Skill and Content Score of English Essay Test? Abedin, Mohamad Jafre Zainol; Taghizadeh, Mohamad Ehsan; Hosseini, Monirosadat... In: International Letters of Social and Humanistic Sciences ; 6 ; 1-12 (2017) BASE Show details 9 An argument-based validation study of the English Placement Test (EPT) – Focusing on the inferences of extrapolation and ramification Li, Zhi In: Graduate Theses and Dissertations (2015) BASE Show details 10 Predictive validity of the post-enrolment English language assessment tool for commencing undergraduate nursing students Glew, Paul J. (R16641); Hillege, Sharon P. (R14109); Salamonson, Yenna (R8521). - : U.K., Churchill Livingstone, 2015 BASE Show details 11 Native language self-concept and reading self-concept. Same or different? ... Arens, A. Katrin; Yeung, Alexander Seeshing; Hasselhorn, Marcus. - : Routledge, Taylor & Francis Group, 2014 BASE Show details 12 Bilateral versus unilateral cochlear implants in children: a study of spoken language outcomes Bant, Sharyn Elizabeth; Sarant, Julia; Harris, David. - : Lippincott, Williams & Wilkins, 2014 BASE Show details 13 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 14 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 15 Native language self-concept and reading self-concept. Same or different? Arens, A. Katrin; Yeung, Alexander Seeshing; Hasselhorn, Marcus In: The journal of experimental education 82 (2014) 2, S. 229-252 (2014) BASE Show details 16 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 17 Preparing Teachers of English Language Learners: Empirical Evidence and Policy Implications López, Francesca; Scanlan, Martin; Gundrum, Becky In: education policy analysis archives; Vol 21 (2013); 20 ; archivos analiticos de politicas educativas; Vol 21 (2013); 20 ; Arquivos Analíticos de Políticas Educativas; Vol 21 (2013); 20 ; 1068-2341 (2013) BASE Show details 18 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 Fuller, Eric In: Doctoral Dissertations and Projects (2013) BASE Show details 19 The Effects of Standards-Based Grading on Student Performance in Algebra 2 Rosales, Rachel Beth In: Dissertations (2013) Abstract: The use of standards-based grading in American public schools is increasing, offering students, parents, and teachers a new way of measuring and communicating about student achievement and performance. Parents indicate an appreciation for this method of grading, and students at the elementary grades (K-6) have improved standardized test scores in reading and math as a result of its implementation. This study seeks to determine whether standards-based grading has the same effect on students at the high school level (grades 9-12) by comparing end-of-course test scores and posttest scores of Algebra 2 students enrolled in a standards-based graded classroom with to those enrolled in a traditionally-graded classroom. Two teachers each taught two classes of Algebra 2 and graded one class using standards-based grading and one class using traditional grading methods. Students at both the honors level and the regular level of mathematics were included in the study. Honors students performed better than regular students on both assessments, but no significant difference was found between the performance of traditionally-graded students and the students who were graded with standards-based grading. The results of this study indicate that standards-based grading may offer improved methods of communication between teachers, parents, and students and may give students a new perception of learning. Standards-based grading strategies require careful planning, dedication, and follow through. It is not an endeavor to be entered into lightly, but rather, the appropriate amount of time, resources, and preparation can provide students the chance to truly learn content at a mastery level. The mastery of material will, in turn, translate into higher success on high-stakes testing. Keyword: Academic Achievement; Algebra; and Research; Assessment; Educational Assessment; Educational Methods; Educational Tests and Measurements; Elementary and Middle and Secondary Education Administration; Evaluation; Mastery Learning; Mathematics URL: https://digitalcommons.wku.edu/cgi/viewcontent.cgi?article=1052&context=diss https://digitalcommons.wku.edu/diss/53 BASE Hide details 20 Developing cross language metrics for reading fluency measurement: Some issues and options Abadzi, Helen. - : World Bank, 2012. : Department of Curriculum and Instruction, The University of Texas at Arlington, 2012 BASE Show details Page: 1 2 3

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