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dc.contributor.authorMitchell, Heather Leigh
dc.date.accessioned2014-03-04T18:59:52Z
dc.date.available2014-03-04T18:59:52Z
dc.date.issued2010-12
dc.identifier.othermitchell_heather_l_201012_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/mitchell_heather_l_201012_phd
dc.identifier.urihttp://hdl.handle.net/10724/26969
dc.description.abstractThe purpose of this case study was to develop a deeper understanding of how one second grade elementary school teacher and one third grade elementary school teacher relate mathematics assessment, mathematics instruction and student learning. The study was based on interviews with the two participating teachers, observations in their classrooms, a focus group with the two participating teachers, analysis of their assessments, analysis of district and state policies and de-briefing sessions with the teachers after they administered assessments in their classrooms. The experiences of these teachers helped to identify how mathematics assessments could be used to inform instruction and make decisions regarding the mathematical development of students.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectReform based education
dc.subjectStandards
dc.subjectMathematics teaching and learning
dc.subjectMathematics assessment
dc.subjectCase study
dc.titleMathematics assessment and teaching in two elementary classrooms
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentElementary and Social Studies Education
dc.description.majorElementary Education
dc.description.advisorMartha Allexsaht-Snider
dc.description.committeeMartha Allexsaht-Snider
dc.description.committeeDorothy White
dc.description.committeeAmy Parks


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