[-] Show simple item record

dc.contributor.advisorDonaldson, Joseph Fetzereng
dc.contributor.authorSelby, Jeaneng
dc.date.issued2012eng
dc.date.submitted2012 Falleng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on March 5, 2013).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. Joe Donaldsoneng
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"December 2012"eng
dc.description.abstractThis 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.format.extentvi, 141 pageseng
dc.identifier.oclc872569268eng
dc.identifier.urihttps://hdl.handle.net/10355/33105
dc.identifier.urihttps://doi.org/10.32469/10355/33105eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.subjectacademic gradingeng
dc.subjectstandards based gradingeng
dc.subjectteacher perceptioneng
dc.subjecteducational leadershipeng
dc.titleLeadership support through the transition to to [sic] standards basd gradingeng
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


Files in this item

[PDF]
[PDF]
[PDF]

This item appears in the following Collection(s)

[-] Show simple item record