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Perceived relation of adult community college students between quality of effort and outcome gains : adult students at one community college
(University of Missouri--Columbia, 2008)
City, Missouri was represented by student data collected using (CCSEQ), Community College Student Experiences Questionnaire. The CCSEQ instrument was administered fall 2004 semester to MCC students completing 45 credit hours and enrolled in either Day...
Teacher evaluation practices and teacher job satisfaction
(University of Missouri--Columbia, 2006)
Determining teacher quality has become a critical focus for public school administrators due to the codification of the No Child Left Behind Act of 2001. Recruitment and retention of quality teachers is not only beneficial ...
A utilization-focused evaluation of the job-embedded component of the collaborataive principal preparation program
(University of Missouri--Columbia, 2006)
for more time to collaborate at the university and district level; (b) more structure in the syllabus regarding job-embedded activities, (c) additional training in the areas of special education, discipline management and curriculum and assessment, and (d...
Prior learning assessment for credit at the University of Central Missouri : a program evaluation
(University of Missouri--Columbia, 2018)
campaign providing university policy and procedures, as well as, the types of prior learning are necessary for faculty assessors; 2) Improve the visibility of the PLA on the university webpage; 3) Recommend a committee be established to address faculty...
A study of the teacher perceptions of the boost program : a tier two academic intervention program at a middle school
(University of Missouri--Columbia, 2018)
Higher achievement scores, skill building, and closing the achievement gap are all anticipated results when providing academic interventions to students. When using Response to Intervention (RtI), a three tiered model where ...