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THE RELATIONSHIP BETWEEN TEACHER ASSESSMENT PRACTICES,
STUDENT GOAL ORIENTATION, AND STUDENT ENGAGEMENT IN
ELEMENTARY MATHEMATICS
By
Corinne Elizabeth Hyde
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2009
Copyright 2009 Corinne Elizabeth Hyde
Object Description
| Title | The relationship between teacher assessment practices, student goal orientation, and student engagement in elementary mathematics |
| Author | Hyde, Corinne Elizabeth |
| Author email | Dr.CorinneHyde@gmail.com; MrsHyde@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2009-03-27 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-04-20 |
| Advisor (committee chair) | Rueda, Robert |
| Advisor (committee member) |
Suite, Denzil Hirabayashi, Kimberly |
| Abstract | This study set out to examine the relationship between the type of assessment a teacher uses and the goal orientation and engagement of students in fifth grade mathematics. Prior research on assessment types, goal orientation, and engagement was examined, and from this research it was predicted that there would be significant relationships between the type of assessment a teacher uses and the goal orientation and engagement of his or her students. To determine if a relationship existed, teachers (n = 8) were given a questionnaire developed by McMillan, Myran, and Workman (2002), which provided information on whether teachers used constructed response assessment, teacher made assessment, or objective assessment. Additionally, students (N = 115) were given a modified form of a portion of the Patterns of Adaptive Learning Survey by Midgley et al., (2000) designed to measure their performance approach, performance avoid, and mastery goal orientations. Students were also given a modified form of the Feelings About School Inventory (Fredricks, Blumenfeld, Friedel, & Paris, 2005) designed to measure their cognitive, emotional, and behavioral engagement. The results of the analyses found that there was no significant relationship between teacher assessment type and student goal orientation or engagement. |
| Keyword | elementary; mathematics; motivation; engagement; goal orientation; assessment; evaluation |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2094 |
| Rights | Hyde, Corinne Elizabeth |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Hyde-2856 |
| Archival file | uscthesesreloadpub_Volume14/etd-Hyde-2856.pdf |
Description
| Title | Page 1 |
| Full text | THE RELATIONSHIP BETWEEN TEACHER ASSESSMENT PRACTICES, STUDENT GOAL ORIENTATION, AND STUDENT ENGAGEMENT IN ELEMENTARY MATHEMATICS By Corinne Elizabeth Hyde A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2009 Copyright 2009 Corinne Elizabeth Hyde |
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