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dc.contributor.advisorMacGregor, Cynthia J. (Cynthia Jane), 1962-en_US
dc.contributor.authorWall, Patricia
dc.contributor.otherUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2012 Dissertationsen_US
dc.date.issued2012
dc.date.submitted2012 Summeren_US
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on October 31, 2012).en_US
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.en_US
dc.descriptionDissertation advisor: Dr. Cynthia MacGregoren_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionVita.en_US
dc.descriptionEd. D. University of Missouri--Columbia 2012.en_US
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.en_US
dc.description"July 2012"en_US
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.en_US
dc.format.extentxi, 207 pagesen_US
dc.identifier.otherWallP-071812-D341
dc.identifier.urihttp://hdl.handle.net/10355/15906
dc.publisherUniversity of Missouri--Columbiaen_US
dc.relation.ispartof2012 Freely available dissertations (MU)en_US
dc.subjectformative assessmenten_US
dc.subjectelementary educationen_US
dc.subjectschool cultureen_US
dc.subjectschool leadershipen_US
dc.titleUsing common formative assessments to promote student achievement: a case study of practice, leadership, and cultureen_US
dc.typeThesisen_US
thesis.degree.disciplineEducational leadership and policy analysisen_US
thesis.degree.grantorUniversity of Missouri--Columbiaen_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameEd. D.en_US


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