Description
The purposes of this study were (1) to examine the direct and indirect effect of school-level testing policies on reading achievement though changes in amount and types of reading instruction, (2) to investigate the reading trajectories moderated by school-level testing policies longitudinally, and (3) to examine the relationship between testing policies and the achievement gap by exploring whe
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Contributors
- Im, Haesung (Author)
- Nakagawa, Kathryn (Thesis advisor)
- Thompson, Marilyn (Committee member)
- Swadener, Elizabeth (Committee member)
- Iida, Masumi (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2015
Subjects
- Early Childhood Education
- Education Policy
- Educational evaluation
- Assessment
- Early Childhood
- ECLS-K
- reading achievement
- Reading Instruction
- Standardized Tests
- Reading (Early childhood)--United States--Longitudinal studies.
- Reading (Early childhood)
- Reading (Early childhood)--Ability testing--United States--Longitudinal studies.
- Reading (Early childhood)
- Reading--Ability testing--Standards--United States--Longitudinal studies.
- Reading
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Note
- Partial requirement for: Ph. D., Arizona State University, 2015Note typethesis
- Includes bibliographical references (pages 88-102)Note typebibliography
- Field of study: Curriculum and instruction
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by Haesung Im