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Middle school principal perceptions ...

Bauer, Steven Patrick.

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Middle school principal perceptions of obstacles to implementing standards-based grading.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Middle school principal perceptions of obstacles to implementing standards-based grading./
作者:	Bauer, Steven Patrick.
面頁冊數:	122 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
Contained By:	Dissertation Abstracts International77-05A(E).
標題:	Educational administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3740345
ISBN:	9781339324333

Middle school principal perceptions of obstacles to implementing standards-based grading.
Bauer, Steven Patrick.

Middle school principal perceptions of obstacles to implementing standards-based grading. - 122 p.

Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.

Thesis (Ed.D.)--Southwest Baptist University, 2016.

Standards-based education has been cited for decades as a means to increasing student achievement. Standards-based grading (SBG) has been identified as a possible method to support learning of standards. While SBG has received much attention it is still a relatively uncommon practice in most schools. This quantitative study attempted to identify Missouri middle school principal perceptions of obstacles to implementing SBG.

ISBN: 9781339324333Subjects--Topical Terms:

2122799
Educational administration.

Middle school principal perceptions of obstacles to implementing standards-based grading.
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245 1 0 $a Middle school principal perceptions of obstacles to implementing standards-based grading.
300 $a 122 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
500 $a Adviser: Jim Truelove.
502 $a Thesis (Ed.D.)--Southwest Baptist University, 2016.
520 $a Standards-based education has been cited for decades as a means to increasing student achievement. Standards-based grading (SBG) has been identified as a possible method to support learning of standards. While SBG has received much attention it is still a relatively uncommon practice in most schools. This quantitative study attempted to identify Missouri middle school principal perceptions of obstacles to implementing SBG.
520 $a A survey of obstacles to implementing SBG which supported the scales of the study, instructional foundation, culture and climate, and resources was not located. Therefore, the researcher developed a survey to support the study goals. One of the study outcomes was the development of a valid and reliable survey instrument. Factor analysis and Cronbach's alpha were utilized to establish the results were valid and reliable.
520 $a The population size was 379 Missouri middle school principals. The final study data reached a sample size of 175. Statistically significant differences were found in six areas. Most notably there was a difference in perceptions of obstacles on the instructional foundation scale and the culture and climate scale for schools implementing SBG for 1 -- 3 years compared to those not implementing SBG.
520 $a The study did not examine the impact of SBG on achievement on high stakes testing, attendance, retention, and graduation rates. A study of achievement outcomes in schools currently implementing SBG is recommended. Studying student, parent, and teacher perception of culture and climate in SBG schools is also recommended.
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710 2 $a Southwest Baptist University. $b Graduate Education. $3 3184552
773 0 $t Dissertation Abstracts International $g 77-05A(E).
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