Utilizing a theoretical intervention to examine factors influencing teacher efficacy toward assessment and an alternate statistical consideration for program evaluation
| dc.contributor.advisor | Borich, Gary D. | en |
| dc.contributor.committeeMember | Svinicki, Marilla D. | en |
| dc.creator | Shaw, Shana Michele | en |
| dc.date.accessioned | 2010-06-04T14:45:44Z | en |
| dc.date.available | 2010-06-04T14:45:44Z | en |
| dc.date.issued | 2009-08 | en |
| dc.date.submitted | August 2009 | en |
| dc.description | text | en |
| dc.description.abstract | In this research, a model of teachers’ efficacy posed by Tschannen-Moran, Woolfolk-Hoy, and Hoy (1998) is considered with regard to teachers’ use of standardized assessment data. This study is timely because teachers are expected to utilize standardized test scores, but they are often underprepared for this task. As a result of minimal experiences, teachers require in-service opportunities that develop their efficacy and knowledge toward standardized assessment. This proposal provides an opportunity for such experiences, and assesses the impact of a professional development activities designed to foster teachers’ assessment efficacy and knowledge. Last, for considerations pertaining to program evaluation, this report will explore the relevance of using hierarchical linear modeling (HLM) as an alternative statistical procedure. | en |
| dc.description.department | Educational Psychology | en |
| dc.format.mimetype | application/pdf | en |
| dc.identifier.uri | http://hdl.handle.net/2152/ETD-UT-2009-08-320 | en |
| dc.language.iso | eng | en |
| dc.rights | Copyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works. | en |
| dc.subject | Teacher Efficacy | en |
| dc.subject | Assessment | en |
| dc.title | Utilizing a theoretical intervention to examine factors influencing teacher efficacy toward assessment and an alternate statistical consideration for program evaluation | en |
| dc.type.genre | thesis | en |
| thesis.degree.department | Educational Psychology | en |
| thesis.degree.discipline | Educational Psychology | en |
| thesis.degree.grantor | The University of Texas at Austin | en |
| thesis.degree.level | Masters | en |
| thesis.degree.name | Master of Arts | en |