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dc.contributor.advisorMacGregor, Cynthia J. (Cynthia Jane), 1962-eng
dc.contributor.authorWall, Patriciaeng
dc.date.issued2012eng
dc.date.submitted2012 Summereng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on October 31, 2012).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Cynthia MacGregoreng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionVita.eng
dc.descriptionEd. D. University of Missouri--Columbia 2012.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.eng
dc.description"July 2012"eng
dc.description.abstractThis qualitative case study analyzed the perceptions of third, fourth, and fifth grade-level teachers via six focus group discussions. In addition, three leadership interviews and an open-ended online survey gleaned additional insights from the instructional staff at this upper elementary school. Evidence indicated the use of common formative assessments in this school did contribute to sustained mathematics achievement. Three major themes emerged: The focus and alignment of curriculum, instruction, and assessments, using assessment data to drive instruction, and differentiating instruction to meet student learning needs. Four predominant types of leadership facilitated the implementation and effective use of common formative assessments: (a) renewal leadership, (b) moral/ethical leadership, (c) instructional leadership, and (d) distributed leadership. Cultural characteristics that emerged as having significant contributions included: (a) reculture, (b) teacher collaboration, (c) high expectations, and (d) caring relationships. This study was significant as it describes the practices, types of leadership, and cultural characteristics of an upper elementary school that has effectively implemented common formative assessments and has experienced a 29% gain in mathematics scores since implementation. Discussion of study findings would be useful for school leaders seeking to implement strategies, especially assessment strategies, in efforts to increase student achievement.eng
dc.format.extentxi, 207 pageseng
dc.identifier.oclc872568772eng
dc.identifier.otherWallP-071812-D341eng
dc.identifier.urihttp://hdl.handle.net/10355/15906eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.subjectformative assessmenteng
dc.subjectelementary educationeng
dc.subjectschool cultureeng
dc.subjectschool leadershipeng
dc.titleUsing common formative assessments to promote student achievement: a case study of practice, leadership, and cultureeng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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