Date of Award
2015
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
The purpose of this quantitative study was to determine whether teacher-influenced instructional choices that have an effect size greater than 0.5 serve as predictors for increased student achievement on standardized test performance. As demonstrated in Visible Learning (Hattie, 2009) the five teacher-influenced instructional practices selected to be researched in this study have shown in numerous studies to produce significant increases in language arts and math student achievement scores. The findings of this study revealed that both questions were answered by conducting a simultaneous multiple regression using SPSS to determine if there is a significant relationship between growth model data collected from schools and the use of the five identified instructional practices in the area of language arts and mathematics. All five instructional strategies were looked at for significance, and in all five areas—professional development, teacher-student relationships, formative assessments, academic goal setting, and problem solving skills—there was no significance shown. The lack of significance demonstrated leads one to retain the null hypothesis.
Recommended Citation
Burns, Stephen Jarrod, "Highly Effective Instructional Choices Implemented In Schools" (2015). All-Inclusive List of Electronic Theses and Dissertations. 1399.
https://scholars.indianastate.edu/etds/1399