ECU Libraries Catalog
Librarian View
LEADER 03970cam 2200517Ii 4500
001
ocn847755804
003
OCoLC
005
20141212054337.0
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m o d
007
cr bn|||||||||
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130612s2013 ncua obm 000 0 eng d
035
a| (Sirsi) o847755804
035
a| (OCoLC)847755804
040
a| ERE
b| eng
c| ERE
d| OCLCO
d| OCLCQ
d| OCLCO
d| ERE
d| UtOrBLW
049
a| EREE
090
a| LB3060.3
100
1
a| Boyles, John Dixon.
?| UNAUTHORIZED
245
1
4
a| The naming of the parts :
b| an associative study of writng [sic] relevant knowledge, working memory, and curriculum potential /
c| by John Dixon Boyles.
246
3
a| Naming of the parts : an associative study of writing relevant knowledge, working memory, and curriculum potential
260
a| [Greenville, N.C.] :
b| East Carolina University,
c| 2013.
300
a| 115 pages :
b| illustrations (some color), digital, PDF file
336
a| text
b| txt
2| rdacontent
337
a| computer
b| c
2| rdamedia
338
a| online resource
b| cr
2| rdacarrier
538
a| System requirements: Adobe Reader.
538
a| Mode of access: World Wide Web.
502
b| Ed. D.
c| East Carolina University
d| 2013.
500
a| Presented to the faculty of the Department of Educational Leadership.
500
a| Advisor: Cheryl McFadden.
500
a| Title from PDF t.p. (viewed July 29, 2013).
520
3
a| This study was designed to identify and to test a model to assist educational leaders to develop quantifiable assessments of student learning to meet the requirements for institutional assessment by external stakeholders and to produce data essential to plan specific curriculum and program improvements. The study population included English composition students at a small community college in eastern North Carolina. Data collected included test scores related to a terminology exam and also semester grades in courses that comprise a two-semester composition sequence. The study applies a conceptual framework that incorporates elements of working memory and curriculum potential to consider the possible relationships between the terminology exam and composition courses. The first research question examined the association between student scores on the terminology exam and student semester grades for the course. The second research question examined the association between student scores and semester grades in subsequent composition courses. The research methodology employed in this study was quantitative in design. Statistical analysis was performed to determine demographic influences on student academic performance. Rasch modeling was also employed to examine exam characteristics, including item difficulty. Results indicated that academic excellence in composition courses was associated with a score of 80+ on the terminology exam by students. The results of this study indicate that an examination of foundational concepts through a five-step process to evaluate curriculum potential can provide educational leaders with quantifiable assessments of student learning as required for institutional assessment and with data meaningful to curriculum and program improvement.
504
a| Includes bibliographical references.
650
0
a| Curriculum-based assessment.
=| ^A236142
650
0
a| Achievement tests.
=| ^A166795
650
0
a| Curriculum planning.
=| ^A2634
650
0
a| Educational planning.
=| ^A16
653
a| Higher education
700
1
a| McFadden, Cheryl C.
?| UNAUTHORIZED
710
2
a| East Carolina University.
b| Department of Educational Leadership.
?| UNAUTHORIZED
856
4
0
z| Access via ScholarShip
u| http://hdl.handle.net/10342/1750
949
o| jgml
994
a| C0
b| ERE
596
a| 1 4
998
a| 3321478
999
a| CLICK ON WEB ADDRESS
w| ASIS
c| 1
i| 3321478-1001
l| JNET
m| JOYNER
r| Y
s| Y
t| JNE3ETD
u| 6/12/2013
x| ETD
z| JERESOURCE
999
a| CLICK ON WEB ADDRESS
w| ASIS
c| 1
i| 3321478-2001
l| HSLELEC
m| HSL
r| Y
s| Y
t| HEETD
u| 6/12/2013
x| ETD
z| HERESOURCE