dc.contributor.advisor | Donaldson, Joseph Fetzer | eng |
dc.contributor.author | Selby, Jean | eng |
dc.date.issued | 2012 | eng |
dc.date.submitted | 2012 Fall | eng |
dc.description | Title from PDF of title page (University of Missouri--Columbia, viewed on March 5, 2013). | eng |
dc.description | The 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.description | Dissertation advisor: Dr. Joe Donaldson | eng |
dc.description | Includes bibliographical references. | eng |
dc.description | Vita. | eng |
dc.description | Ed. D. University of Missouri--Columbia 2012. | eng |
dc.description | "December 2012" | eng |
dc.description.abstract | This case study looks at the very controversial topic of grading. Some teachers feel grading is arbitrary and subjective in the traditional sense of grading and have become interested in the highly supported and researched method of standards based grading. As some teachers in a mid-western school district transition to the approach of standards based grading, administrative leadership can be a factor in the success of this type of transition. After several interviews, themes began to emerge. Three themes seemed to be obvious when a teacher makes this type of grading transition. These themes were presented as what impacts helped propel teachers to initiate and sustain this type of change; principal leadership, teacher leadership and personal beliefs. Through this dissertation, these themes are explored as related to the current research on standards based grading. | eng |
dc.description.bibref | Includes bibliographical references. | eng |
dc.format.extent | vi, 141 pages | eng |
dc.identifier.oclc | 872569268 | eng |
dc.identifier.uri | https://doi.org/10.32469/10355/33105 | eng |
dc.identifier.uri | https://hdl.handle.net/10355/33105 | |
dc.language | English | eng |
dc.publisher | University of Missouri--Columbia | eng |
dc.relation.ispartofcommunity | University of Missouri--Columbia. Graduate School. Theses and Dissertations | eng |
dc.rights | OpenAccess. | eng |
dc.rights.license | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License. | |
dc.subject | academic grading | eng |
dc.subject | standards based grading | eng |
dc.subject | teacher perception | eng |
dc.subject | educational leadership | eng |
dc.title | Leadership support through the transition to to [sic] standards basd grading | eng |
dc.type | Thesis | eng |
thesis.degree.discipline | Educational leadership and policy analysis (MU) | eng |
thesis.degree.grantor | University of Missouri--Columbia | eng |
thesis.degree.level | Doctoral | eng |
thesis.degree.name | Ed. D. | eng |