Submitted Research

The following research submissions show related work to the research conducted by Marzano Research Laboratory. The submissions are the original works of the authors and have not been edited or altered.


Submissions Selected by Marzano Research Laboratory

  • Creating Grades from Standards Based Measurement
    William H. Zaggle | December 2010
    Moving to standards based measurement is never easy for teachers. After all, they have been grading student progress for many years, mostly the same way they were graded by their teachers. The concept of traditional grading and how it contrasts and compares with standards based measurement tends to be highly misunderstood.

  • Unpacking the concept of Uni‐dimensional Assessment
    William H. Zaggle | December 2010
    What is unidimensional assessment and why is it a good thing? With the move to more standards based education, one aspect of grading student performance that has needed to change is the concept of measuring uni‐dimensionally, or along one dimension. This concept sounds simple, but is often difficult to both explain and comprehend. To really grasp the new idea of measuring student performance along a single standard dimension it is helpful to first understand how the existing system of grading performance is most often multidimensional.

  • What Works in Classrooms for Writing to Learn Content Standards
    Dr. Warren Combs | March 2010
    In this report, a specific four-part journal routine for learning content standards is considered. Data from six schools in Georgia suggest that this very intentional four-part journal routine works when teachers implement it with fidelity.

  • What Works in Classrooms for Teaching the Writing Process
    Dr. Warren Combs | March 2010
    This report discusses a framework for teaching the writing process. Data from several schools in Georgia suggest that teaching the writing process to students using the framework is a classroom practice that really works.

  • The Implementation of Peer Coaching on the Transferability of Staff Development to Classroom Practice in Two Selected Chicago Public Elementary Schools
    William Truesdale | November 2009
    This dissertation details the study of the implementation of peer coaching as compared to no coaching (standard presentation only) on the transferability of staff development to classroom practice in grades
    1-8 in two Chicago public elementary schools.

  • Formative Assessments for English Language Learners
    Anthony Devine | April 2009
    In fulfillment of an assignment at Point Loma Nazarene University, this action research study’s findings conclude that English language learners' writing ability improved because they participated in the formative assessment process.

  • Utilizing Action Research Projects to Create High Quality Professional Development
    Robert Slade Morlang | September 2008
    Learn more about utilizing action research projects with this abstract of a research study submitted in partial fulfillment of the requirements for an Education Specialist degree from the Department of Educational Leadership and Human Development at University of Central Missouri.


     


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