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Testing a Framework of Math Progress Indicators for ESSA: How Opportunity to Learn and Instructional Leadership Matter
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Urick, Angela; Wilson, Alison S. P.; Ford, Timothy G.; Frick, William C.; Wronowski, Meredith L. – Educational Administration Quarterly, 2018
Purpose: To advance a framework of indicators that promotes implementation of math standards under the Every Student Succeeds Act (ESSA), we tested a conceptual model of the resources and processes within schools that influence the opportunity to learn mathematics (OTL) in the classroom using a recent administration of the 2011 Trends in…
Descriptors: Mathematics Education, Progress Monitoring, Educational Indicators, Federal Legislation
PIRLS 2011 Encyclopedia: Education Policy and Curriculum in Reading. Volume 2: L-Z and Benchmarking Participants
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Mullis, Ina V. S., Ed.; Martin, Michael O., Ed.; Minnich, Chad A., Ed.; Drucker, Kathleen T., Ed.; Ragan, Moira A., Ed. – International Association for the Evaluation of Educational Achievement, 2012
For more than 50 years, the International Association for the Evaluation of Educational Achievement (IEA) has been instrumental in developing an analytical model for understanding the relationships between educational policy (the intended curriculum), classroom and instructional practices (the implemented curriculum), and educational learning…
Descriptors: Educational Policy, Reading Achievement, Reading Instruction, Curriculum Implementation