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Using Highly Effective Student Assessment Practices as the Impetus for School Change: A Bioecological Case Study.

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Title: Using Highly Effective Student Assessment Practices as the Impetus for School Change: A Bioecological Case Study.
Authors: Marynowski, Richelle1 richelle.marynowski@uleth.ca, Mombourquette, Carmen1, Slomp, David1
Source: Leadership & Policy in Schools. Jan-Mar2019, Vol. 18 Issue 1, p117-137. 21p. 6 Charts.
Subject Terms: *Assessment of education, *Observation (Educational method), *Secondary schools, *Secondary school students, *Classrooms
Abstract: This study applies a bioecological lens to the examination of school change in the area of classroom assessment. We conducted a case study that examined the processes within a rural secondary school that supported and inhibited change in classroom assessment practices. Data collection included teacher and principal interviews, focus groups, document analysis of teacher unit plans, and classroom observations. The bioecological lens revealed that the principal was key to establishing proximal processes that supported change and that teacher micro-systems and larger exosystem factors both supported and inhibited growth, often creating buffers for teachers against exosystem pressures. [ABSTRACT FROM AUTHOR]
Copyright of Leadership & Policy in Schools is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Using Highly Effective Student Assessment Practices as the Impetus for School Change: A Bioecological Case Study.
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  Data: <searchLink fieldCode="AR" term="%22Marynowski%2C+Richelle%22">Marynowski, Richelle</searchLink><relatesTo>1</relatesTo><i> richelle.marynowski@uleth.ca</i><br /><searchLink fieldCode="AR" term="%22Mombourquette%2C+Carmen%22">Mombourquette, Carmen</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Slomp%2C+David%22">Slomp, David</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Leadership+%26+Policy+in+Schools%22">Leadership & Policy in Schools</searchLink>. Jan-Mar2019, Vol. 18 Issue 1, p117-137. 21p. 6 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Assessment+of+education%22">Assessment of education</searchLink><br />*<searchLink fieldCode="DE" term="%22Observation+%28Educational+method%29%22">Observation (Educational method)</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+schools%22">Secondary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+school+students%22">Secondary school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink>
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  Label: Abstract
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  Data: This study applies a bioecological lens to the examination of school change in the area of classroom assessment. We conducted a case study that examined the processes within a rural secondary school that supported and inhibited change in classroom assessment practices. Data collection included teacher and principal interviews, focus groups, document analysis of teacher unit plans, and classroom observations. The bioecological lens revealed that the principal was key to establishing proximal processes that supported change and that teacher micro-systems and larger exosystem factors both supported and inhibited growth, often creating buffers for teachers against exosystem pressures. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Leadership & Policy in Schools is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/15700763.2017.1384497
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        Text: English
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        Type: general
      – SubjectFull: Observation (Educational method)
        Type: general
      – SubjectFull: Secondary schools
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      – SubjectFull: Secondary school students
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      – SubjectFull: Classrooms
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              Text: Jan-Mar2019
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