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University of Illinois at Urbana-Champaign
Use, Context, and Consequences of Early Literacy Assessments in Chicago Public Schools
Abstract
dc:descriptionFindings revealed (a) heavy use of data from two particular assessments, the DIBELS and basal tests; (b) enhanced teacher use of data from assessments that are more widely administered and from assessments they personally administer, (c) contextual factors such as the presence of school-level reading specialists, professional development, and school infrastructure contribute positively to data use, and (d) the perception of positive consequences from data use results in the strongest impact on this practice.
Degree
thesis:*- Name thesis:degree_name
- Ph.D.
- Level thesis:degree_level
- Dissertation
- Discipline thesis:degree_discipline
- Educational Psychology
- Grantor
- University of Illinois at Urbana-Champaign
- Year dc:date
- 2015
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Hammer, Victoria
- Contributors dc:contributor
-
- DeStefano, Lizanne
Subjects
dc:subject × 1Rights
- Language dc:language
- eng
Identifiers
dc:identifier.*- Identifier
- (MiAaPQ)AAI3301143
- OAI identifier oai:identifier
- oai:www.ideals.illinois.edu:2142/80011