The Knowing-doing Gap: Bridging Teacher Knowledge and Instructional Practice with Supported SMART Goal Planning
The data from the pretest and the posttest indicated significant gains in the writing scores of students in the experimental classrooms. Therefore the test results provided evidence that a principal giving ongoing support to teachers positively affects student achievement.The design of the rubric was directly modeled after the New York State ELA 4 Writing Rubric (see Appendix D for a copy of the teacher-created rubric). Students would be ... Level 3 and Level 2 were broken down into high and low grading.
| Title | : | The Knowing-doing Gap: Bridging Teacher Knowledge and Instructional Practice with Supported SMART Goal Planning |
| Author | : | Elizabeth Anne Smith |
| Publisher | : | ProQuest - 2009 |
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