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dc.contributor.advisorDonaldson, Joseph Fetzereng
dc.contributor.advisorGrogan, Margaret, 1952-eng
dc.contributor.authorWood, David L., 1952-eng
dc.date.issued2007eng
dc.date.submitted2007 Falleng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file (viewed on March 4, 2008)eng
dc.descriptionVita.eng
dc.descriptionThesis (Ed. D.) University of Missouri-Columbia 2007.eng
dc.description.abstractLike other schools with similar populations of poor and minority children throughout the nation, the author's school did not produce satisfactory scores on the state's high-stakes testing scheme. The project used an action research model to study how elementary classroom teachers used assessment for learning strategies to help their students more directly connect to curriculum goals and objectives. Furthermore, the author examined his own practice in facilitating the learning of others. Four elementary teachers agreed to participate together in the study. Data was collected from the transcribed audio recordings of the group's meetings, observation notes, journal reflections and final interviews. The teachers demonstrated their capacity to use assessment strategies to engage their students. The author learned the value of listening as means of affirming the teachers' efforts. However, the most salient finding of the project dealt with the collaboration of the participating teachers, who valued the opportunity to collegially discuss their work in a non-threatening, supportive situation. Implications for conducting similar research are discussed as well.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.identifier.merlinb6241124xeng
dc.identifier.oclc212771416eng
dc.identifier.urihttps://doi.org/10.32469/10355/4799eng
dc.identifier.urihttps://hdl.handle.net/10355/4799
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshEducational tests and measurementseng
dc.subject.lcshEducational evaluationeng
dc.titleAssessment for learning : connecting students to their learningeng
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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