Literaturnachweis - Detailanzeige
| Autor/in | Gentry, Kathryn Elizabeth |
|---|---|
| Titel | An Examination of Rigorous Instruction at North Louisiana Schools for the 2016-2017 School Year Using the Rigor/Relevance Framework and COMPASS-Based Teaching Strategies |
| Quelle | (2018), (98 Seiten)
PDF als Volltext Ed.D. Dissertation, University of Louisiana at Monroe |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4387-3811-9 |
| Schlagwörter | Hochschulschrift; Dissertation; Teaching Methods; Teacher Effectiveness; Teacher Evaluation; Scoring Rubrics; Evaluation Methods; Educational Research; Louisiana |
| Abstract | This study showed extent of rigor at North Louisiana school sites using a Likert Scale questionnaire and observation rubric, derived from the Rigor/Relevance Framework and COMPASS rubric, respectively. Cognitive thinking is highly regarded by educators and employers in a global economy as students use it to infer, connect, and apply knowledge to real-world situations (Schmidt, 2001; Zhao, 2009). A Likert Scale questionnaire and cover letter was sent to educators at school sites via email for this study. Principals emailed the questionnaires to the researcher upon completion. Only ten educators were observed by the observation rubric created by the researcher. The researcher calculated means from the Likert Scale questionnaire, showing results ranging from 74.00 to 100.00 that established the following categories: Initiated, Partial, Considerable, and Pervasive. The researcher then calculated means from the observation rubric, showing results ranging from 18.00 to 63.00 that established the following categories: Ineffective, Effective: Emerging, Effective: Proficient, and Highly Effective. After conducting a linear regression, it was determined differences in rigorous instruction using both instruments were not significantly related. Furthermore, analysis of other factors, such as small sample size and time, limited the scope of this study. But, the results of the study can be used as a stepping stone for furthering research in rigorous instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
