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The Relationship between Teachers' Attitude towards Professional Development and Schools' Accountability Performance
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Xu, Yuejin – Research in the Schools, 2016
In this study, we examined the relationship between teachers' attitudes towards professional development and school performance in the state accountability system using the 2013 Kentucky Teaching, Empowering, Leading and Learning (TELL) survey data and the 2013 school accountability profile data from the Kentucky Department of Education. We were…
Descriptors: Teacher Attitudes, Faculty Development, Accountability, Academic Achievement
Is the Presence of a Results-Oriented Professional Learning Community Predictive of Student Achievement?
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Sullivan, Michael E. – ProQuest LLC, 2013
This study investigated the relationships between teacher collaboration practices known as working as a professional learning community (PLC) and student performance. Through a review of the current literature, an operational framework of PLCs was developed that distinguished results-oriented from inquiry-oriented PLCs. The study considered the…
Descriptors: Academic Achievement, Communities of Practice, Teacher Collaboration, Predictor Variables
A Correlational Study of the Tennessee Formative Assessment Program (TFAP) to the Tennessee Comprehensive Assessment Program (TCAP) on Fifth Grade Reading/Language Arts
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Williams, Tina R. – ProQuest LLC, 2009
The approach of high-stakes testing and accountability of student learning has resulted in an increase of ongoing assessments and continual instructional adjustments by teachers to achieve maximum student performance on standardized tests. According to Black and Wiliam (1998a), formative assessments can produce significant learning gains by…
Descriptors: Formative Evaluation, Standardized Tests, Grade 5, Achievement Tests