| Title | Date | Views | Brief Description |
|---|
| EXPLORING THE RELATIONSHIP BETWEEN DIFFERENTIATED INSTRUCTION AND STUDENT PERFORMANCE |
2012 |
690069 |
Differentiated instruction (DI) is a collection of strategies utilized to increase student achievement and engagement. School districts are using the strategies of differentiated instruction to increase student academic achievement based on No Child ... |
| PREDICTIONS ASSIGNED GRADES AND OUTCOMES : IMPLICATIONS FOR SCHOOL LEADERSHIP |
2012 |
690069 |
This study analyzed relationships between teachers' ability to predict proficiency levels on standardized end-of-grade tests for grades three through eight in reading and mathematics relative to students' actual proficiency levels. This study also an... |
| SYSTEMIC CHANGE : FUNCTIONS OF THE CENTRAL OFFICE SUPERVISOR THAT SUPPORT INCREASED ACHIEVEMENT FOR ALL STUDENTS |
2012 |
690069 |
A detailed review of the history of education documented the role of the central office supervisor as being overlooked as a contributing factor to increased student achievement. The emerging research warns that improvements in student achievement wil... |
| A STUDY TO DETERMINE THE CONCURRENT VALIDITY BETWEEN COURSE GRADES AND STANDARDIZED ASSESSMENT RESULTS |
2013 |
690069 |
This study sought to determine the concurrent validity between course grades and performance on standardized test in classrooms where nonachievement factors were separated from the reporting of achievement factors in a teacher's grading system. In re... |
| TEACHER EVALUATION IN NORTH CAROLINA : TEACHER PERCEPTIONS DURING A TIME OF CHANGE |
2012 |
690069 |
Teacher evaluation has the potential to lead to improved instruction and professional growth but in practice this potential is often unrealized. North Carolina has revised its teacher evaluation process to include many of the elements that are suppor... |