Literaturnachweis - Detailanzeige
| Autor/in | Hunter, Seth B. |
|---|---|
| Titel | New Evidence Concerning School Accountability and Mathematics Instructional Quality in the No Child Left behind Era |
| Quelle | In: Educational Assessment, Evaluation and Accountability, 31 (2019) 4, S.409-436 (28 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Hunter, Seth B.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1874-8597 |
| DOI | 10.1007/s11092-019-09307-6 |
| Schlagwörter | Accountability; Mathematics Instruction; Educational Quality; Instructional Effectiveness; Educational Legislation; Federal Legislation; School Effectiveness; Failure; Educational Indicators; Federal Programs; Middle School Mathematics; Academic Standards; Standardized Tests |
| Abstract | Using longitudinal data from the No Child Left Behind (NCLB) era, I applied regression techniques and found a positive association between school failure to reach "adequate yearly progress" in mathematics and subsequent changes in the quality of middle grades mathematics instruction in districts where district leaders adopted robust theories of action for improving mathematics instruction. The positive association was robust to multiple sensitivity tests and may reflect a causal relationship. The evidence suggests that educational leaders in similar contexts can use school failure to reach accountability standards as measured by standardized assessments to promote instructional quality in mathematics. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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