Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication
- Publication Type
Articles 1 - 8 of 8
Full-Text Articles in Education
Learning While Building: Enhancing Opportunities For Teacher Candidate Development Within Professional Development Schools Through Programmatic Analysis, Valerie Widdall 7532451, Andrea Lachance, John M. Livermore
Learning While Building: Enhancing Opportunities For Teacher Candidate Development Within Professional Development Schools Through Programmatic Analysis, Valerie Widdall 7532451, Andrea Lachance, John M. Livermore
Journal of Inquiry and Action in Education
Abstract
This study investigated the impact of differing models of practicum placements on teacher candidates’ (TC’s) abilities to practice teaching skills and receive feedback on their teaching. Within the Professional Development School (PDS) model TCs were placed as cohorts in a single PDS site with at least one college faculty member assigned as a liaison, and within the Traditional model TCs were placed across a variety of schools without college faculty connected to the various school sites. Teacher candidates completed a survey with Likert scale and open-ended items to measure TCs’ perceptions of how much time they spent teaching lessons …
Teacher Evaluation Practices And Policy Implications: Effective Strategies For Changing Instruction, Scott Grens
Teacher Evaluation Practices And Policy Implications: Effective Strategies For Changing Instruction, Scott Grens
Dissertations
This study is a program evaluation of the effectiveness of teacher evaluation practices in a small suburban elementary school district in Illinois from 2017-2019. The primary research question explored in this program evaluation is whether and to what extent the teacher evaluation process is changing teacher practices in Washington School District 25. Employing a qualitative research methodology, with data gathered from teacher interviews, school administrator interviews, and document analysis, this study identified several key components to the improvement of instructional practices for teachers. Policy implications and recommendations highlight the importance of the following: a common instructional framework, staff involvement in …
Interpreting Average Effect Sizes: Never A Center Without A Spread, Thomas R. Guskey
Interpreting Average Effect Sizes: Never A Center Without A Spread, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
School leaders today are making important decisions regarding education innovations based on published average effect sizes, even though few understand exactly how effect sizes are calculated or what they mean. This article explains how average effect sizes are determined in meta-analyses and the importance of including measures of variability with any average effect size. By considering the variation in effect sizes among studies of the same innovation, education leaders can make better decisions about innovations and greatly increase the likelihood of achieving optimal results from implementation.
Tipping The Balance Towards 21st Century Skills Through Peer-To-Peer Learning: A Cross-Disciplinary Pilot Of Peer Review Software, John Mccormick, Lisa Spitz, Liv Cummins
Tipping The Balance Towards 21st Century Skills Through Peer-To-Peer Learning: A Cross-Disciplinary Pilot Of Peer Review Software, John Mccormick, Lisa Spitz, Liv Cummins
Staff Scholarship
There is growing recognition that many college students enter the workplace lacking “21st Century Skills” such as critical thinking, collaboration and communication. Peer-to-peer feedback provides a large number of benefits, including these “lifelong learning” skills valued by industry. Peer review, however, poses many challenges: for instructors; these include management of the process and poor quality of peer feedback; and for students, socioemotional barriers. Key socioemotional challenges are learners’ lack of trust in the process, in their peers, and in themselves as reviewers. This paper describes a pilot of a web-based peer review software called “Peergrade”, which was found highly effective …
Grades Versus Comments: Research On Student Feedback, Thomas R. Guskey
Grades Versus Comments: Research On Student Feedback, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
Are comments on student work superior to grades? It depends.
If At First You Do Not Succeed: Student Behavior When Provided Feedforward With Multiple Trials For Online Summative Assessments, Emily Faulconer, J. C. Griffith, H. Frank
If At First You Do Not Succeed: Student Behavior When Provided Feedforward With Multiple Trials For Online Summative Assessments, Emily Faulconer, J. C. Griffith, H. Frank
Publications
Best practices suggest that timely, actionable feedback is provided with the option to apply the feedback. We used a learning management system to deliver assessments with automatic feedback provided at the conclusion of the assessment, allowing for multiple attempts in order to apply the knowledge gained. Questions were pooled so each attempt was unique, the highest score earned was awarded, with no penalty for failure to use multiple attempts. We found that students who did not earn an A on their first attempt were more likely to try again. Those that did tended to score better on their second attempt. …
The Effect Of Demographics On The Implementation Of The Principal Walkthrough, Jason A. Marx
The Effect Of Demographics On The Implementation Of The Principal Walkthrough, Jason A. Marx
Seton Hall University Dissertations and Theses (ETDs)
The purpose of this quantitative study was to research how school and principal demographics influence a principal’s implementation of the walkthrough process. Principals from New Jersey were administered a survey to provide insight into how they implement the walkthrough process in their schools. The findings suggest that socioeconomic status and level of principal experience have no influence on how walkthroughs are implemented; however, the findings also suggest that level of principal experience does have an impact on whether or not principals share the results of walkthroughs with teachers.
Perceptions Of Assessment In Norwegian Occupational Therapy Students, Tore Bonsaksen, Astrid Gramstad, Gry Mørk, Susanne G. Johnson
Perceptions Of Assessment In Norwegian Occupational Therapy Students, Tore Bonsaksen, Astrid Gramstad, Gry Mørk, Susanne G. Johnson
Journal of Occupational Therapy Education
In addition to securing minimum standards of learning among students, assessment is increasingly used as a tool to improve students’ learning. Assessment quality is measured as part of the Course Experience Questionnaire; however, the original ‘appropriate assessment’ scale has demonstrated ambiguous psychometric properties. The current study aimed to gain knowledge about occupational therapy students’ perceptions of assessment, and this was achieved by examining the factor structure and internal consistency of the six items on the ‘appropriate assessment’ scale. Students from six Norwegian universities (n = 187, response rate 61.3 %) completed the scale and reported demographic information. The factor …