ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at firstname.lastname@example.org.
- 3 English
- 3 Public
- Educational leadership
- Educational administration
- Educational evaluation
- 1 CBAM
- 1 Guaranteed and Viable Curriculum
- 1 Multi-Tiered Systems of Support
- 1 PLC
- 1 Professional Learning Community
- 1 Results Driven Accountability
- 1 Student Achievement
- 1 Teacher Support
- 1 communities of practice
- 1 peer observation
- 1 professional development
- 1 professional learning community
- 1 race to the top
- 1 socio-cultural learning
- 1 teacher evaluation
- 1 teacher quality
In this dissertation I employed a culminating cycle of action research following two earlier ones to facilitate the creation of a professional learning community (PLC). My research took place at an elementary school in an urban area of the American southwest. As principal of this school I had initiated the policies and procedures that were often recommended to create PLCs. However, observations of teachers in PLC meetings indicated that conversations focused on logistical planning issues, rather than on the in-depth pedagogical discussions that characterize high functioning PLCs. To address this problem I introduced a form of peer observation into the …
- MacKinney, Bennett Adam, Buss, Ray R, Zucker, Stanley, et al.
- Created Date
Policymakers at the national level have recently initiated K-12 education reforms focused on teacher quality and teacher evaluation. Far-reaching legislation was subsequently enacted in the state of Arizona requiring schools to adopt standards-based teacher evaluation systems and link them to student outcomes. The end product is to result in annual summative measures of teacher effectiveness. Because of this, Arizona school administrators have become concerned about rapidly becoming experts in high-stakes teacher evaluation. Principals rarely have time to come together to talk about teacher evaluation, and consider the reliability of their evaluations and how to use teacher evaluation to help teachers …
- Canelake, Chris Jeffrey, Zambo, Debby, Hansen, Cory, et al.
- Created Date
ABSTRACT This mixed methods study examined how a high-poverty urban school district implemented four initiatives to support special education teachers and increase student achievement. The initiatives that were implemented consisted of direct instruction teaching methods, the use of a district-approved curriculum, monitoring program fidelity with walkthroughs, and increased professional development opportunities. Quantitatively, the study compared walkthrough data and student achievement scores. The walkthrough data was collected from 52 special education teachers employed at the 19 schools making up the district while teaching reading and math. Student achievement scores were collected from the students taught by the 52 special education teachers. …
- Hecht Jr, John Arthur, Puckett, Kathleen, Lawton, Stephen, et al.
- Created Date