From Assessment to Instruction: The Impact of Online Formative Assessment in Reading on Teachers' Planning and Instruction in the Middle School English Language Arts Classroom

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dc.contributor.advisorCarol Pope, Chairen_US
dc.contributor.advisorCandy Beal, Memberen_US
dc.contributor.advisorCarl Young, Memberen_US
dc.contributor.advisorPeter Hessling, Memberen_US
dc.contributor.authorHayes, Ann Milliganen_US
dc.date.accepted2015-06-22en_US
dc.date.accessioned2015-07-29T14:59:31Z
dc.date.available2015-07-29T14:59:31Z
dc.date.defense2015-05-05en_US
dc.date.issued2015-05-05en_US
dc.date.released2015-07-29en_US
dc.date.reviewed2015-05-15en_US
dc.date.submitted2015-05-06en_US
dc.degree.disciplineCurriculum & Instructionen_US
dc.degree.leveldissertationen_US
dc.degree.nameDoctor of Philosophyen_US
dc.descriptionNorth Carolina State University Theses Curriculum and Instruction.
dc.formatPh.D. North Carolina State University, 2015.
dc.identifier.otherdeg4350en_US
dc.identifier.urihttp://www.lib.ncsu.edu/resolver/1840.16/10533
dc.titleFrom Assessment to Instruction: The Impact of Online Formative Assessment in Reading on Teachers' Planning and Instruction in the Middle School English Language Arts Classroomen_US
dcterms.extent1 online resource (x, 253 pages)

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