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Title:Use, Context, and Consequences of Early Literacy Assessments in Chicago Public Schools
Author(s):Hammer, Victoria
Doctoral Committee Chair(s):DeStefano, Lizanne
Department / Program:Educational Psychology
Discipline:Educational Psychology
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Education, Tests and Measurements
Abstract:Findings 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.
Issue Date:2007
Type:Text
Language:English
Description:364 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007.
URI:http://hdl.handle.net/2142/80011
Other Identifier(s):(MiAaPQ)AAI3301143
Date Available in IDEALS:2015-09-25
Date Deposited:2007


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