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Assessing Teacher Concerns Regarding Response to Instruction and Intervention
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McKinney, Darlene Elizabeth – ProQuest LLC, 2016
All individuals go through a process of change when implementing a new innovation. This descriptive study determines there is a difference in the stages of concern regarding Response to Instruction and Intervention (RTI 2), Tennessee's design model for Response to Intervention, (RTI) for 87 teachers from 8 different schools in a county in Middle…
Descriptors: Response to Intervention, Teacher Attitudes, Adoption (Ideas), Teacher Effectiveness
Teachers as Strategic Classroom Leaders: The Relationship of Their Cognitive and Behavioral Agility to Student Outcomes and Performance Evaluations
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Warkentien, Michael – ProQuest LLC, 2016
The purpose of this non-experimental study was to determine whether teacher cognitive and behavioral agility relates to student achievement as measured by their value-added model (VAM) score and their performance evaluation measured through the Marzano instructional practice (IP) framework, and whether that relationship is moderated by contextual…
Descriptors: Teacher Behavior, Cognitive Ability, Correlation, Teacher Influence
Implementing Marzano's Model: The Reality of Educational Leadership and School Reform
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Keaveny, Stacy M. – ProQuest LLC, 2013
Federal and state guidelines for school reform dominate the landscape of public education. Florida and its school districts, as a Race to the Top state, are in the process of fully implementing a value-added model of teacher evaluation. Effective school leaders are calling upon the theoretical framework of transformational, visionary and…
Descriptors: Educational Change, Public Education, Instructional Leadership, Value Added Models