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Ellis, Valeisha; Jenkins, Patricia; Pogue, Tiffany D. – Georgia Educational Researcher, 2020
This mixed-methods study sought to examine teacher education candidates' practice-based field experiences and relationships with a Historically Black College and University (HBCU) and an urban P-12 school. As informed by the Networked Improvement Community (NIC) and Plan-Do-Study-Act (PDSA) conceptual frameworks, the three phases of data…
Descriptors: Preservice Teachers, Preservice Teacher Education, Field Experience Programs, Black Colleges
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Singh, Bipul; Townsley, Matt – Georgia Educational Researcher, 2020
Assessment of principal effectiveness is a complex process due to the multidimensional nature of their job. Historically, a disproportionate significance has been placed on standardized assessment scores when evaluating school leaders, therefore states are beginning to emphasize other factors such as school climate in order to increase employee…
Descriptors: Principals, Administrator Evaluation, Educational Environment, Administrator Effectiveness
Childers, Kelly D.; Arrastia-Chisholm, Meagan; Adams, Katharine S.; Kelley, Heather M. – Georgia Educational Researcher, 2020
Public schools use standardized testing to measure students' academic achievement at the conclusion of each school year. Students with severe cognitive disabilities are evaluated through the Georgia Alternate Assessment (GAA). The purpose of this descriptive study was to describe the demographic characteristics of students who took the Georgia…
Descriptors: Alternative Assessment, Achievement Tests, Student Characteristics, Students with Disabilities
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Nweke, Winifred C.; Perkins, Tasha P.; Afolabi, Comfort Y. – Georgia Educational Researcher, 2019
Assessing the dispositions of teacher candidates remains a challenge for many Educator Preparation Providers (EPPs). This article details the process and results of establishing the reliability of two complementary instruments, the "Candidate Beliefs Self-Assessment Survey" (SAS) and the "Candidate Dispositions Performance…
Descriptors: Preservice Teachers, Student Characteristics, Personality Traits, Test Reliability
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Unal, Aslihan; Unal, Zafer – Georgia Educational Researcher, 2019
This study compared K-12 teachers' assessment beliefs and practices in relation to their years of teaching experience. The data for this study was collected from 87 public school teachers. The findings suggest that as the teachers' years of experience increases, the value they place in assessment increases as well.
Descriptors: Elementary Secondary Education, Elementary School Teachers, Secondary School Teachers, Teacher Attitudes
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Mayer, Alisande F.; Wiley, Ellen W.; Wiley, Larry P.; Dees, Dianne C.; Raiford, Simmie A. – Georgia Educational Researcher, 2016
Student achievement of fifth-grade students in 106 Georgia public schools in CRCT reading and mathematics was examined as a function of five characteristics of teachers and schools. The five independent variables used as predictors of CRCT scores were Title I status, teachers' education level, teachers' average years of experience, class size, and…
Descriptors: Public Schools, Predictor Variables, Teacher Characteristics, Institutional Characteristics
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Enrique, Jade A.; Adams, Katharine S.; Brockmeier, Lantry L.; Hilgert, Larry D. – Georgia Educational Researcher, 2013
Disproportionate representation occurs when the percentage of an identified group enrolled in special education varies significantly from that group's overall percentage of the school population (Harry, 1994). Response to Intervention (RTI), a paradigm for educational intervention, is designed to minimize many factors contributing to…
Descriptors: Disproportionate Representation, Response to Intervention, Special Education, At Risk Students