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Direct linkWoods-Groves, Suzanne; Hendrickson, Jo M. – Assessment for Effective Intervention, 2012
Assessment permeates many aspects of our educational society. With the passage of federal legislation (i.e., No Child Left Behind Act of 2001 and Individuals With Disabilities Education Improvement Act of 2004), assessment in the form of accountability is ever present in our K-12 educational system. Current assessment practices should be used in…
Descriptors: Educational Assessment, Decision Making, Elementary Secondary Education, Federal Legislation
Rhodes, Shanta Dannette – ProQuest LLC, 2014
The purpose of this study was to examine elementary teachers' perceptions of the effectiveness of Response to Intervention (RTI) and Teacher Support Team (TST) within a Mississippi Gulf Coast school district. RTI models have gained popularity within the national education system. Schools are encouraged to implement RTI in efforts to improve the…
Descriptors: Teacher Attitudes, Elementary School Teachers, Response to Intervention, School Districts
Melnick, Steven A.; Henk, William A. – Educational Administration Quarterly, 2006
Background: The No Child Left Behind legislation creates an increased need for new school-based empirical studies whose implementation will depend largely on researchers' access to various school populations and records. Access decisions are typically made by superintendents, or their designees, functioning as gatekeepers who control right of…
Descriptors: School Districts, Superintendents, Decision Making, Federal Legislation
Mercurius, Neil – T.H.E. Journal, 2005
Data-driven decision-making (D3M) appears to be the new buzz phrase for this century, the information age. On the education front, teachers and administrators are engaging in data-centered dialog in grade-level meetings, lounges, hallways, and classrooms as they brainstorm toward closing the gap in student achievement. Clearly, such discussion…
Descriptors: Educational Technology, Academic Achievement, Educational Improvement, Data Collection
Gamble-Risley, Michelle – T.H.E. Journal, 2006
Consider Adequately Yearly Progress (AYP) a misnomer, or least an understatement; satisfying its mandates demands a far greater than adequate effort. Established in the No Child Left Behind Act, AYP requires that districts and schools show a minimum, prescribed level of growth in student achievement, until the year 2013-2014, when every eligible…
Descriptors: Federal Legislation, Test Results, Educational Improvement, Faculty Development
Baker, Julie; Dever, Martha T. – Teacher Development, 2005
The purpose of this phenomenological study was to obtain an in-depth understanding of kindergarten teachers' instructional time allocations and the factors that influenced their decisions. A maximum variation sample of six kindergarten teachers was chosen representing variations in gender, socioeconomic status of the school where they taught, and…
Descriptors: Core Curriculum, Textbooks, Kindergarten, Teacher Attitudes
