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Pies, Sarah J. – ProQuest LLC, 2017
The purpose of this study was to determine if the minimum number of observations stated in a district's teacher evaluation plan, observation characteristics described in a district's evaluation plan, and the characteristic of those evaluating teachers had an impact on whether a school would receive a bonus or penalty point for Indiana's A-F…
Descriptors: Teacher Evaluation, Observation, Evaluators, Professional Training
National Technical Assistance Center on Transition: The Collaborative, 2021
This document provides information about the process a school-level team will use to complete the Predictor Implementation School/District Self-Assessment (PISA) (ED629041). This process involves four major steps including (1) identifying team members, (2) establishing a location and time for the meeting, (3) preparing for the meeting, and (4)…
Descriptors: Predictor Variables, Program Implementation, School Districts, Self Evaluation (Groups)
National Technical Assistance Center on Transition: The Collaborative, 2021
The checklist in this document is intended to provide schools, districts, or other stakeholders in secondary transition with a framework for determining the degree to which their program is implementing practices that are likely to lead to more positive post-school outcomes for students with disabilities. A team should consider the definition of…
Descriptors: School Districts, Self Evaluation (Groups), Check Lists, Predictor Variables
Scielzo, Shannon; Neeper, Michael; Smith-Jentsch, Kimberly A. – NACADA Journal, 2012
We used an online academic-advising program to examine the effects of preparatory training designed to elicit high states of learning-goal orientation and low states of avoid goal orientation. Results indicate that training was effective in some cases for manipulating states of goal orientation. The training did not directly affect behaviors as…
Descriptors: Program Effectiveness, Self Efficacy, Goal Orientation, Mentors
Ruble, Lisa; McGrew, John H. – Journal of Autism and Developmental Disorders, 2013
It is encouraging that children with autism show a strong response to early intervention, yet more research is needed for understanding the variability in responsiveness to specialized programs. Treatment predictor variables from 47 teachers and children who were randomized to receive the COMPASS intervention (Ruble et al. in "The…
Descriptors: Autism, Pervasive Developmental Disorders, Predictor Variables, Individualized Education Programs
Ee, J.; Wang, C.; Koh, C.; Tan, O.; Liu, W. – Asia Pacific Education Review, 2009
In 2000, the Singapore Ministry of Education launched Project Work (PW) to encourage the application of knowledge across disciplines, and to develop thinking, communication, collaboration and metacognitive skills. This preliminary findings of a large scale study examines the role of goal orientations (achievement goals and social goals) in…
Descriptors: Goal Orientation, Metacognition, Foreign Countries, Predictor Variables