{"id":{"repo_id":"gmu","oai_identifier":"oai:MARS:1920/9166"},"canonical_url":"https://search.dev.ndltd.org/etd/gmu/oai:MARS:1920/9166","repository":{"repo_id":"gmu","name":"George Mason University","base_url":"https://mars.gmu.edu/server/oai/request"},"display":{"title":"On the Record: Exploring Reading Recovery Teachers' Reported Beliefs About and Uses of Running Records","abstract":"The purpose of this study was to explore Reading Recovery teachers' beliefs about and uses of running records. Reading Recovery teachers were chosen as participants in this study due to their extensive training and daily use of the tool. Running records were selected as the object of this study for several reasons that include (a) usefulness in monitoring beginning reading development, (b) flexibility to use with any text, (c) complexity in analyzing the data, and (d) wide use among teachers. 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Running records were selected as the object of this study for several reasons that include (a) usefulness in monitoring beginning reading development, (b) flexibility to use with any text, (c) complexity in analyzing the data, and (d) wide use among teachers. Although widely used, little is known about teachers' actual use of classroom assessments, including running records."],"dc:identifier":["hdl:1920/9166"],"dc:subject":["Reading instruction","Early childhood education","Formative assessment","Individualization","Reading Recovery","Running record","Teacher beliefs"],"dc:title":["On the Record: Exploring Reading Recovery Teachers' Reported Beliefs About and Uses of Running Records"],"dc:type":["Dissertation"]},"updated_at":"2026-07-27T19:52:00Z"}