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Teacher and School Time: Its Use as a Resource to Be Allocated, Teacher and Administrator Perceptions, and Perceptions of How It Has Been Influenced by Test-Based Accountability
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Neal, Brenda Gale Griffin – ProQuest LLC, 2017
This dissertation examines the complexity involved in teachers' perceptions and experience of time on school-related activities. The Intensification Theory explains that test-based accountability has caused a time crunch for teachers, increasing their stress level and burnout rate. Research literature has shown that teachers experiencing high…
Descriptors: Academic Achievement, Teacher Attitudes, Administrator Attitudes, Resource Allocation
No School Left Behind: A Multiple Case Study of High-Performing Third-Grade Reading Programs in Low-Income Rural Schools in Southern Illinois
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Rosenberger, Patricia J. – ProQuest LLC, 2012
Since the 2008 implementation of Response to Intervention (RtI) plans in Illinois, rural schools in southern Illinois with a high percentage of low-income students have been compelled to implement school-wide reforms of their reading programs. Often, limited funding makes it difficult to sustain growth trends in Adequate Yearly Progress (AYP).…
Descriptors: Case Studies, Reading Programs, Grade 3, Program Effectiveness
Student Achievement Data Systems in High and Low Performing Schools
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Stachowiak, Jeannie E. – ProQuest LLC, 2013
The purpose of this study was to determine if there was a difference in how high and low performing elementary school districts use and analyze data to differentiate instruction, make changes to district/grade level curriculum, determine professional development needs, determine teacher effectiveness, and determine the use of school district…
Descriptors: Academic Achievement, High Achievement, Low Achievement, Data