The Relation of Teachers' Use of Classroom Formative Assessment Strategies to Summative Reading Results

Text Registration

The Relation of Teachers' Use of Classroom Formative Assessment Strategies to Summative Reading Results

Status

Published

on 28 Jan 2019

Year of Creation

2018

Amy Elizabeth Hamborg

Registration Number

TX0008671094

on 28 Jan 2019

The U.S. Copyright record (Registration Number: TX0008671094) dated 28 Jan 2019, pertains to an electronic file (eService) titled "The Relation of Teachers' Use of Classroom Formative Assessment Strategies to Summative Reading Results" created in 2018. The copyright holder is Amy Elizabeth Hamborg, known for their creative contributions in text registration. For any inquiries concerning this copyrighted material, kindly reach out to Amy Elizabeth Hamborg.

Amy Elizabeth Hamborg

Application Details

Registration Number

TX0008671094

Registration Date

1/28/2019

Year of Creation

2018

Agency Marc Code

DLC-CO

Record Status

New

Physical Description

Electronic file (eService)

First Publication Nation

United States

Notes

Rights Note: Mark Dill, ProQuest-CSA, LLC, 789 E. Eisenhower Parkway, Ann Arbor, MI, 48108-3218, United States, (800) 521-0600, disspub@proquest.com

Statements

Application Title Statement: The Relation of Teachers' Use of Classroom Formative Assessment Strategies to Summative Reading Results

Author Statement: Amy E. Hamborg Citizenship: not known Authorship: text Amy Elizabeth Hamborg

Notes

Rights Note: Mark Dill, ProQuest-CSA, LLC, 789 E. Eisenhower Parkway, Ann Arbor, MI, 48108-3218, United States, (800) 521-0600, disspub@proquest.com

Statements

Application Title Statement: The Relation of Teachers' Use of Classroom Formative Assessment Strategies to Summative Reading Results

Author Statement: Amy E. Hamborg Citizenship: not known Authorship: text Amy Elizabeth Hamborg

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