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Beginning Teachers' Classroom Enviro...

ProQuest Information and Learning Co.

Beginning Teachers' Classroom Environment and Their Middle School Students' Academic Growth.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Beginning Teachers' Classroom Environment and Their Middle School Students' Academic Growth./
作者:	Piche, Cherish Michelle.
面頁冊數:	1 online resource (105 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
標題:	Educational tests & measurements. -
電子資源:	click for full text (PQDT)
ISBN:	9780438096233

Beginning Teachers' Classroom Environment and Their Middle School Students' Academic Growth.
Piche, Cherish Michelle.

Beginning Teachers' Classroom Environment and Their Middle School Students' Academic Growth. - 1 online resource (105 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ed.D.)--Trevecca Nazarene University, 2018.

Includes bibliographical references

The purpose of the study was to measure the relationship between a beginning teacher's scores on the Environment portion of the Tennessee Educator Acceleration Model (TEAM) rubric, the number of discipline referrals generated by the teacher, and their students' growth indicated by the Tennessee Value-Added Assessment System (TVAAS). This non-experimental, quantitative study was driven by four research questions. The results of this study showed little to no relationship between the scores teachers received on the Environment portion of the TEAM rubric and their individual TVAAS growth scores or growth index, as well as no relationship between the number of discipline referrals generated by the teacher and their students' academic growth.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438096233Subjects--Topical Terms:

1180442
Educational tests & measurements.
Index Terms--Genre/Form:

554714
Electronic books.

Beginning Teachers' Classroom Environment and Their Middle School Students' Academic Growth.
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264 0 $c 2018
300 $a 1 online resource (105 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
500 $a Adviser: John D. Dickerson.
502 $a Thesis (Ed.D.)--Trevecca Nazarene University, 2018.
504 $a Includes bibliographical references
520 $a The purpose of the study was to measure the relationship between a beginning teacher's scores on the Environment portion of the Tennessee Educator Acceleration Model (TEAM) rubric, the number of discipline referrals generated by the teacher, and their students' growth indicated by the Tennessee Value-Added Assessment System (TVAAS). This non-experimental, quantitative study was driven by four research questions. The results of this study showed little to no relationship between the scores teachers received on the Environment portion of the TEAM rubric and their individual TVAAS growth scores or growth index, as well as no relationship between the number of discipline referrals generated by the teacher and their students' academic growth.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational tests & measurements. $3 1180442
650 4 $a Educational evaluation. $3 555501
650 4 $a Educational administration. $3 1148465
650 4 $a Middle school education. $3 1148691
655 7 $a Electronic books. $2 local $3 554714
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690 $a 0443
690 $a 0514
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710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Trevecca Nazarene University. $b Doctoral Studies. $3 1148550
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