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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 gradformat@asu.edu.


This action research project engages questions about the relationship of teacher evaluation and teacher learning, joining the national conversation of accountability and teacher quality. It provides a solid philosophical foundation for changes in teacher evaluation and staff development, and analyzes past and current methods and trends in teacher evaluation. Set in the context of a suburban elementary charter school, the problems of traditional evaluation methods are confronted. The innovation proposed and implemented is Teacher Evaluation for Learning, Accountability, and Recognition (TELAR), a teacher evaluation system designed to support learning and accountability. TELAR includes multiple data points and perspectives, ongoing feedback …

Contributors
Musser, Stephanie, Zambo, Ronald, Jimenez, Rosa, et al.
Created Date
2013

Families and schools share the monumental responsibility of educating children. Children and parent-teacher conferences remain the primary means by which parents and teachers share academic information. Given the limited effectiveness of these conferences, a more compelling alternative for home-school collaboration on academic matters is warranted. The purpose of this action research study was to examine an alternative approach to parent-teacher conferences, Academic Parent Teacher Teams (APTT). APTT is a classroom-based parent involvement model composed of three 75-minute parent-teacher team meetings and an individual 30-minute parent-teacher session. Team meetings are highly structured and include six components: personally inviting parents by the …

Contributors
Paredes, Maria C., Buss, Ray R, Zambo, Ronald, et al.
Created Date
2011