Katherine Reddick (9 results)
- Hardcover
Seller: Turtlerun Mercantile, Albuquerque, NM, U.S.A.Turtlerun Mercantile
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- Softcover
Seller: Books Puddle, New York, NY, U.S.A.Books Puddle
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- Softcover
Seller: Mispah books, Redhill, SURRE, United KingdomMispah books
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paperback. Condition: New. NEW. SHIPS FROM MULTIPLE LOCATIONS. book.
- Softcover
- Print on Demand
Seller: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, GermanyBuchWeltWeit Ludwig Meier e.K.
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Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Over the past decades educational and political leaders attempted to improve school performance. Yet still, there remain immense gaps in academic achievement between schools with high and low poverty rates. The expected gains to clo…se the gap have not been achieved by the policies implemented, nor from the threats of sanctions for districts, school leaders, and teachers. The purpose of this quantitative study was to answer a primary question: Can specific leadership influence (LI), collective teacher efficacy (CTE), and socioeconomic status (SES) predict either alone or in combination, student achievement scores in Title I elementary schools The study investigated the constructs' effects exclusively among Title I elementary schools. The focus of analysis in this study included 23 Title I Schools. Among the schools, 308 teachers responded to the Collective Teacher Efficacy Scale and 265 responded to the Principal Instructional Management Rating Scale. Multiple regression analysis determined LI, CTE, and SES, together, were significant predictors of student achievement, explaining 65.2% of the variability in reading scores and 48.9% of the variability in math scores. 120 pp. Englisch.
- Softcover
- Print on Demand
Seller: moluna, Greven, Germanymoluna
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Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Reddick KatherineI lived my childhood in foster care and never felt a sense of belonging when I was in school. Now, I have served 17 yrs. as a teacher and administrator in Title I schools. Today, I am a…n organizational psychologis.
- Softcover
- Print on Demand
Seller: Majestic Books, Hounslow, United KingdomMajestic Books
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- Softcover
- Print on Demand
Seller: Biblios, frankfurt am main, HESSE, GermanyBiblios
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Condition: New. PRINT ON DEMAND.
- Softcover
- Print on Demand
Seller: buchversandmimpf2000, Emtmannsberg, BAYE, Germanybuchversandmimpf2000
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Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Over the past decades educational and political leaders attempted to improve school performance. Yet still, there remain immense gaps in academic achievement between schools with high and low poverty rates. The expected gains to close t…he gap have not been achieved by the policies implemented, nor from the threats of sanctions for districts, school leaders, and teachers. The purpose of this quantitative study was to answer a primary question: Can specific leadership influence (LI), collective teacher efficacy (CTE), and socioeconomic status (SES) predict either alone or in combination, student achievement scores in Title I elementary schools The study investigated the constructs¿ effects exclusively among Title I elementary schools. The focus of analysis in this study included 23 Title I Schools. Among the schools, 308 teachers responded to the Collective Teacher Efficacy Scale and 265 responded to the Principal Instructional Management Rating Scale. Multiple regression analysis determined LI, CTE, and SES, together, were significant predictors of student achievement, explaining 65.2% of the variability in reading scores and 48.9% of the variability in math scores.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 120 pp. Englisch.
- Softcover
- Print on Demand
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
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Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Over the past decades educational and political leaders attempted to improve school performance. Yet still, there remain immense gaps in academic achievement between schools with high and low poverty rates. The expected gains to close th…e gap have not been achieved by the policies implemented, nor from the threats of sanctions for districts, school leaders, and teachers. The purpose of this quantitative study was to answer a primary question: Can specific leadership influence (LI), collective teacher efficacy (CTE), and socioeconomic status (SES) predict either alone or in combination, student achievement scores in Title I elementary schools The study investigated the constructs' effects exclusively among Title I elementary schools. The focus of analysis in this study included 23 Title I Schools. Among the schools, 308 teachers responded to the Collective Teacher Efficacy Scale and 265 responded to the Principal Instructional Management Rating Scale. Multiple regression analysis determined LI, CTE, and SES, together, were significant predictors of student achievement, explaining 65.2% of the variability in reading scores and 48.9% of the variability in math scores.
