Zeitschriftenartikel zum Thema „National Assessment of Educational Progress (NAEP)“
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Beaton, Albert E., und Rebecca Zwick. „Chapter 1: Overview of the National Assessment of Educational Progress“. Journal of Educational Statistics 17, Nr. 2 (Juni 1992): 95–109. http://dx.doi.org/10.3102/10769986017002095.
Der volle Inhalt der QuelleSilver, Edward A., und Patricia Ann Kenney. „Brief Reports: An Examination of Relationships between the 1990 NAEP Mathematics Items for Grade 8 and Selected Themes from the NCTM Standards“. Journal for Research in Mathematics Education 24, Nr. 2 (März 1993): 159–67. http://dx.doi.org/10.5951/jresematheduc.24.2.0159.
Der volle Inhalt der QuelleFerrara, Steven F., und Stephen J. Thornton. „Using NAEP for Interstate Comparisons: The Beginnings of a “National Achievement Test” and “National Curriculum”“. Educational Evaluation and Policy Analysis 10, Nr. 3 (September 1988): 200–211. http://dx.doi.org/10.3102/01623737010003200.
Der volle Inhalt der QuelleRust, Keith F., und Eugene G. Johnson. „Chapter 2: Sampling and Weighting in the National Assessment“. Journal of Educational Statistics 17, Nr. 2 (Juni 1992): 111–29. http://dx.doi.org/10.3102/10769986017002111.
Der volle Inhalt der QuelleZwick, Rebecca. „Chapter 7: Statistical and Psychometric Issues in the Measurement of Educational Achievement Trends: Examples From the National Assessment of Educational Progress“. Journal of Educational Statistics 17, Nr. 2 (Juni 1992): 205–18. http://dx.doi.org/10.3102/10769986017002205.
Der volle Inhalt der QuelleKloosterman, Peter, Zachary Rutledge und Patricia Ann Kenney. „Research, Reflection, Practice: A Generation of Progress: Learning from NAEP“. Teaching Children Mathematics 15, Nr. 6 (Februar 2009): 363–69. http://dx.doi.org/10.5951/tcm.15.6.0363.
Der volle Inhalt der QuelleRock, Donald A., und Jennifer Nelson. „Chapter 8: Applications and Extensions of NAEP Concepts and Technology“. Journal of Educational Statistics 17, Nr. 2 (Juni 1992): 219–32. http://dx.doi.org/10.3102/10769986017002219.
Der volle Inhalt der QuelleThomas, Neal. „Assessing Model Sensitivity of the Imputation Methods Used in the National Assessment of Educational Progress“. Journal of Educational and Behavioral Statistics 25, Nr. 4 (Dezember 2000): 351–71. http://dx.doi.org/10.3102/10769986025004351.
Der volle Inhalt der QuelleCho, Young-Mi. „A Study on Mathematics Frameworks of National Assessment Educational Progress in the United States“. Journal of Curriculum and Evaluation 7, Nr. 1 (Juni 2004): 107–30. http://dx.doi.org/10.29221/jce.2004.7.1.107.
Der volle Inhalt der QuelleWalcott, Crystal, Doris Mohr und Peter Kloosterman. „Looking at NAEP and the Standards through the Same Lens“. Mathematics Teaching in the Middle School 17, Nr. 9 (Mai 2012): 516–18. http://dx.doi.org/10.5951/mathteacmiddscho.17.9.0516.
Der volle Inhalt der QuelleYamamoto, Kentaro, und John Mazzeo. „Chapter 4: Item Response Theory Scale Linking in NAEP“. Journal of Educational Statistics 17, Nr. 2 (Juni 1992): 155–73. http://dx.doi.org/10.3102/10769986017002155.
Der volle Inhalt der QuelleDorn, Sherman. „No more aggregate NAEP studies? [editorial].“ education policy analysis archives 14 (20.11.2006): 31. http://dx.doi.org/10.14507/epaa.v14n31.2006.
Der volle Inhalt der QuelleWinfield, Linda F. „School Competency Testing Reforms and Student Achievement: Exploring a National Perspective“. Educational Evaluation and Policy Analysis 12, Nr. 2 (Juni 1990): 157–73. http://dx.doi.org/10.3102/01623737012002157.
Der volle Inhalt der QuelleSchutz, Dick. „Toward educational testing reform: Inside reading achievement tests“. education policy analysis archives 21 (20.12.2013): 90. http://dx.doi.org/10.14507/epaa.v21n90.2013.
Der volle Inhalt der QuelleOranje, Andreas, und Andrew Kolstad. „Research on Psychometric Modeling, Analysis, and Reporting of the National Assessment of Educational Progress“. Journal of Educational and Behavioral Statistics 44, Nr. 6 (06.08.2019): 648–70. http://dx.doi.org/10.3102/1076998619867105.
Der volle Inhalt der QuelleBloxom, Bruce, Peter J. Pashley, W. Alan Nicewander und Duanli Yan. „Linking to a Large-Scale Assessment: An Empirical Evaluation“. Journal of Educational and Behavioral Statistics 20, Nr. 1 (März 1995): 1–26. http://dx.doi.org/10.3102/10769986020001001.
Der volle Inhalt der QuelleLutsic, Sarah, und Mingyuan Zhang. „Driving Assessment Scores with Effective Calculator Implementation“. International Journal of Social Learning (IJSL) 3, Nr. 3 (27.08.2023): 361–77. http://dx.doi.org/10.47134/ijsl.v3i3.216.
Der volle Inhalt der QuelleInnes, Richard G. „Wise and Proper Use of National Assessment of Educational Progress (NAEP) Data“. Journal of School Choice 6, Nr. 2 (April 2012): 259–89. http://dx.doi.org/10.1080/15582159.2012.673932.
Der volle Inhalt der QuelleSilver, Edward A., Mary M. Lindquist, Thomas P. Carpenter, Catherine A. Brown, Vicky L. Kouba und Jane O. Swafford. „The Fourth NAEP Mathematics Assessment: Performance Trends and Results and Trends for Instructional Indicators“. Mathematics Teacher 81, Nr. 9 (Dezember 1988): 720–27. http://dx.doi.org/10.5951/mt.81.9.0720.
Der volle Inhalt der QuelleBrown, Catherine A., Thomas P. Carpenter, Vicky L. Kouba, Mary M. Lindquist, Edward A. Silver und Jane O. Swafford. „Secondary School Results for the Fourth NAEP Mathematics Assessment: Discrete Mathematics, Data Organization and Interpretation, Measurement, Number and Operations“. Mathematics Teacher 81, Nr. 4 (April 1988): 241–48. http://dx.doi.org/10.5951/mt.81.4.0241.
Der volle Inhalt der QuelleFerguson, Maria. „Washington View: What the NAEP reveals“. Phi Delta Kappan 101, Nr. 5 (27.01.2020): 62–63. http://dx.doi.org/10.1177/0031721720903832.
Der volle Inhalt der QuelleIrvine Belson, Sarah, und Thomas A. Husted. „Impact of National Board for the Professional Teaching Standards (NBPTS) certification on student achievement“. education policy analysis archives 23 (21.09.2015): 91. http://dx.doi.org/10.14507/epaa.v23.2074.
Der volle Inhalt der QuelleKieffer, Michael J., und Karen D. Thompson. „Hidden Progress of Multilingual Students on NAEP“. Educational Researcher 47, Nr. 6 (11.06.2018): 391–98. http://dx.doi.org/10.3102/0013189x18777740.
Der volle Inhalt der QuelleRosenshine, Barak. „High-stakes Testing: Another Analysis“. education policy analysis archives 11 (04.08.2003): 24. http://dx.doi.org/10.14507/epaa.v11n24.2003.
Der volle Inhalt der QuelleMartin, Michael O., und Ina V. S. Mullis. „TIMSS 2015: Illustrating Advancements in Large-Scale International Assessments“. Journal of Educational and Behavioral Statistics 44, Nr. 6 (23.10.2019): 752–81. http://dx.doi.org/10.3102/1076998619882030.
Der volle Inhalt der QuelleSowder, Judith, und Diana Wearne. „Focus of the Year: What Do We Know about Eighth-Grade Achievement?“ Mathematics Teaching in the Middle School 11, Nr. 6 (Februar 2006): 285–93. http://dx.doi.org/10.5951/mtms.11.6.0285.
Der volle Inhalt der QuelleHeid, Karen. „The 2008 National Assessment of Educational Progress (NAEP): A visual arts replication study“. Arts Education Policy Review 117, Nr. 2 (02.04.2016): 73–86. http://dx.doi.org/10.1080/10632913.2015.1007405.
Der volle Inhalt der QuelleFahle, Erin M., Benjamin R. Shear und Kenneth A. Shores. „Assessment for Monitoring of Education Systems: The U.S. Example“. ANNALS of the American Academy of Political and Social Science 683, Nr. 1 (Mai 2019): 58–74. http://dx.doi.org/10.1177/0002716219841014.
Der volle Inhalt der QuelleThompson, Tony D., und Ronald V. Preston. „Measurement in the Middle Grades: Insights from NAEP and TIMSS“. Mathematics Teaching in the Middle School 9, Nr. 9 (Mai 2004): 514–19. http://dx.doi.org/10.5951/mtms.9.9.0514.
Der volle Inhalt der QuelleFennell, Francis (Skip), und Richard Ammon. „Writing Techniques for Problem Solvers“. Arithmetic Teacher 33, Nr. 1 (September 1985): 24–25. http://dx.doi.org/10.5951/at.33.1.0024.
Der volle Inhalt der QuellePeterson, Christina, und Mingyuan Zhang. „WHAT IS THE IMPACT OF AFFECTIVE DISPOSITION ON 4TH-GRADE NAEP READING SCORES?“ International Journal of Research -GRANTHAALAYAH 9, Nr. 10 (04.11.2021): 211–28. http://dx.doi.org/10.29121/granthaalayah.v9.i10.2021.4330.
Der volle Inhalt der QuelleBeaton, Albert E., und Nancy L. Allen. „Chapter 6: Interpreting Scales Through Scale Anchoring“. Journal of Educational Statistics 17, Nr. 2 (Juni 1992): 191–204. http://dx.doi.org/10.3102/10769986017002191.
Der volle Inhalt der QuelleIp, Edward H., Phillip Leung und Joseph Johnson. „Interactive Profiler: An Intuitive, Web-Based Statistical Application in Visualizing Educational and Marketing Databases“. Journal of Educational and Behavioral Statistics 29, Nr. 2 (Juni 2004): 157–75. http://dx.doi.org/10.3102/10769986029002157.
Der volle Inhalt der QuelleChaney, Bradford, Kenneth Burgdorf und Nadir Atash. „Influencing Achievement Through High School Graduation Requirements“. Educational Evaluation and Policy Analysis 19, Nr. 3 (September 1997): 229–44. http://dx.doi.org/10.3102/01623737019003229.
Der volle Inhalt der QuelleMislevy, Robert J., Eugene G. Johnson und Eiji Muraki. „Chapter 3: Scaling Procedures in NAEP“. Journal of Educational Statistics 17, Nr. 2 (Juni 1992): 131–54. http://dx.doi.org/10.3102/10769986017002131.
Der volle Inhalt der QuelleCarpenter, Thomas P., Mary M. Lindquist, Catherine A. Brown, Vicky L. Kouba, Edward A. Silver und Jane O. Swafford. „Results of the Fourth NAEP Assessment of Mathematics: Trends and Conclusions“. Arithmetic Teacher 36, Nr. 4 (Dezember 1988): 38–41. http://dx.doi.org/10.5951/at.36.4.0038.
Der volle Inhalt der QuelleMcDuffie, Amy Roth, und Norma Eve. „Break the Area Boundaries: Reflect and Discuss“. Teaching Children Mathematics 16, Nr. 1 (August 2009): 18–27. http://dx.doi.org/10.5951/tcm.16.1.0018.
Der volle Inhalt der QuelleJudson, Eugene. „When Science Counts as Much as Reading and Mathematics: An Examination of Differing State Accountability Policies“. education policy analysis archives 20 (03.09.2012): 26. http://dx.doi.org/10.14507/epaa.v20n26.2012.
Der volle Inhalt der QuelleR. BLEDSOE, NICHOLAS, und MINGYUAN ZHANG. „EXPLORING THE RELATIONSHIP BETWEEN AFFECTIVE DISPOSITION AND NAEP MUSIC SCORES“. INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION HUMANITIES AND COMMERCE 04, Nr. 03 (2023): 218–34. http://dx.doi.org/10.37602/ijrehc.2023.4318.
Der volle Inhalt der QuelleHussein, Abdelnasser. „School vouchers for greater educational equity“. Journal of Management and Engineering Integration 15, Nr. 1 (Juni 2022): 12–22. http://dx.doi.org/10.62704/10057/24782.
Der volle Inhalt der QuelleReilly, David, David L. Neumann und Glenda Andrews. „Gender differences in reading and writing achievement: Evidence from the National Assessment of Educational Progress (NAEP).“ American Psychologist 74, Nr. 4 (Mai 2019): 445–58. http://dx.doi.org/10.1037/amp0000356.
Der volle Inhalt der QuelleMorano, Stephanie, und Paul J. Riccomini. „Is a Picture Worth 1,000 Words? Investigating Fraction Magnitude Knowledge Through Analysis of Student Representations“. Assessment for Effective Intervention 46, Nr. 1 (07.01.2019): 27–38. http://dx.doi.org/10.1177/1534508418820697.
Der volle Inhalt der QuelleWoodward, Ernest. „Soundoff: High School Geometry Should Be a Laboratory Course“. Mathematics Teacher 83, Nr. 1 (Januar 1990): 4–5. http://dx.doi.org/10.5951/mt.83.1.0004.
Der volle Inhalt der QuelleWainer, Howard. „Improving Tabular Displays, With NAEP Tables as Examples and Inspirations“. Journal of Educational and Behavioral Statistics 22, Nr. 1 (März 1997): 1–30. http://dx.doi.org/10.3102/10769986022001001.
Der volle Inhalt der QuelleKolhoff, Caitlyn, und Mingyuan Zhang. „Exploring the Relationship between Interest in Higher Education and 12th Grade Mathematics NAEP Scores“. International Journal of Social Learning (IJSL) 2, Nr. 1 (13.12.2021): 105–27. http://dx.doi.org/10.47134/ijsl.v2i1.87.
Der volle Inhalt der QuelleBraun, Henry, Irwin Kirsch und Kentaro Yamamoto. „An Experimental Study of the Effects of Monetary Incentives on Performance on the 12th-Grade NAEP Reading Assessment“. Teachers College Record: The Voice of Scholarship in Education 113, Nr. 11 (November 2011): 2309–44. http://dx.doi.org/10.1177/016146811111301101.
Der volle Inhalt der QuelleRaudenbush, Stephen W., Randall P. Fotiu und Yuk Fai Cheong. „Inequality of Access to Educational Resources: A National Report Card for Eighth-Grade Math“. Educational Evaluation and Policy Analysis 20, Nr. 4 (Dezember 1998): 253–67. http://dx.doi.org/10.3102/01623737020004253.
Der volle Inhalt der QuelleKloosterman, Peter. „Mathematics Skills of 17-Year-Olds in the United States: 1978 to 2004“. Journal for Research in Mathematics Education 41, Nr. 1 (Januar 2010): 20–51. http://dx.doi.org/10.5951/jresematheduc.41.1.0020.
Der volle Inhalt der QuelleLee, Valerie E., Robert G. Croninger und Julia B. Smith. „Course-Taking, Equity, and Mathematics Learning: Testing the Constrained Curriculum Hypothesis in U.S. Secondary Schools“. Educational Evaluation and Policy Analysis 19, Nr. 2 (Juni 1997): 99–121. http://dx.doi.org/10.3102/01623737019002099.
Der volle Inhalt der QuelleJohnson, Eugene G., und Keith F. Rust. „Chapter 5: Population Inferences and Variance Estimation for NAEP Data“. Journal of Educational Statistics 17, Nr. 2 (Juni 1992): 175–90. http://dx.doi.org/10.3102/10769986017002175.
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