Classroom Practices and Student Progress: Relations Between Classroom Practices and Indicators of Student Learning in Reading

dc.contributor.advisorBiancarosa, Gina
dc.contributor.authorFukuda, Erin
dc.date.accessioned2016-10-27T18:32:47Z
dc.date.available2016-10-27T18:32:47Z
dc.date.issued2016-10-27
dc.description.abstractThe state of Oregon, like many states, requires its districts’ teacher evaluation systems to include measures of student learning as well as a measure of teachers’ professional practice. State guidelines require use of state test data in assessed grades as one of the measures, but allow districts flexibility in which additional assessments to use and which source of information to prioritize when evaluating teachers. This study used existing data from one school district to compare students’ performance on a state reading and literature assessment to their performance on reading curriculum-based measures, and the degree to which measures of teaching practices relates to both types of student outcomes. Results are interpreted with consideration of how the district implements their measure of teaching practice. Results from this study may help inform decisions the district will face as they continue to refine their teacher evaluation system in accordance with state guidelines, while elucidating challenges that such systems pose.en_US
dc.identifier.urihttps://hdl.handle.net/1794/20426
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsCreative Commons BY-NC-ND 4.0-US
dc.subjectAssessment in educationen_US
dc.subjectTeacher evaluationen_US
dc.titleClassroom Practices and Student Progress: Relations Between Classroom Practices and Indicators of Student Learning in Reading
dc.typeElectronic Thesis or Dissertation
thesis.degree.disciplineDepartment of Educational Methodology, Policy, and Leadership
thesis.degree.grantorUniversity of Oregon
thesis.degree.leveldoctoral
thesis.degree.namePh.D.

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