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dc.contributor.advisorBaker, Elizabeth A. (Elizabeth Anne), 1960-eng
dc.contributor.authorDavis, Jeni R.eng
dc.date.issued2013eng
dc.date.submitted2013 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on August 30, 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. Elizabeth Bakereng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionVita.eng
dc.descriptionPh. D. University of Missouri--Columbia 2013.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Curriculum and instruction.eng
dc.description"May 2013"eng
dc.description.abstract[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this research was to understand how an exemplary elementary teacher used classroom assessments to inform instructional decisions during the act of science teaching. Within the axioms of a naturalistic inquiry (see Chapter 3), a “bounded system” (Merriam, 2009) case study was used to conceptualize this inquiry: one elementary teacher and her third grade classroom. Guiding this study were two leading questions: (1) What are the features of classroom assessments that an elementary science teacher attends to when assessing student performance during science class instruction? and (2) How does an elementary science teacher use student performance to make instructional decisions within the everyday complexities of elementary science instruction? This study found three key features of student performance in response to assessments that impacted instructional decision-making: (1) completion of the task; (2) content; and (3) correctness of the student's performance. Three categories of instructional decisions emerged: (1) decisions of when to respond to a student's performance; (2) decisions of how to respond to a student's performance; and (3) curriculum decisions. Findings from this study have implications for research in teacher decision-making and classroom assessments, as well as practical implications for elementary teaching and elementary teacher education.eng
dc.format.extentxi, 152 pageseng
dc.identifier.oclc872588813eng
dc.identifier.urihttps://hdl.handle.net/10355/37827
dc.identifier.urihttps://doi.org/10.32469/10355/37827eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.rightsAccess is limited to the campuses of the University of Missouri.eng
dc.subjectclassroom assessmenteng
dc.subjectinstructional decisionseng
dc.subjectelementary educationeng
dc.titleInstructional decisions guided by student performance: the case of an exemplary elementary science teachereng
dc.typeThesiseng
thesis.degree.disciplineCurriculum and instruction (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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