A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies Page: VI
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Comparison of Ratings for Evidence of Learning................................... 147
Summary .......................................................................................................... 149
CHAPTER 5. DISCUSSION AND IMPLICATIONS ..................................................... 150
Discussion of Targeted Instructional Support ................................................... 150
AssessTodayTM Observation Protocol ................................................... 152
Professional Development Sessions ..................................................... 153
Post-Observation Conferences.............................................................. 155
Conclusion........................................................................................................ 158
Im plications....................................................................................................... 160
Implications for Professional Development............................................ 160
Implications for Teacher Instructional Growth........................................ 161
Suggestions for Future Research ..................................................................... 163
APPENDICES ............................................................................................................. 166
REFERENCES ............................................................................................................ 184vi
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Davis, Adreana Andrus. A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies, dissertation, August 2017; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc1011817/m1/7/: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .