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- <p>Education -- West Virginia.</p> <p>Educators -- Training.</p> <p>Social media -- Usage.</p> <p>Marshall University.</p> <p>West Virginia.</p> (1)
- <p>Education.</p> <p>Education policy & development.</p> <p>Educational tests and measurements.</p> <p>Equity.</p> <p>Teacher effectiveness -- United States.</p> (1)
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Articles 1 - 2 of 2
Full-Text Articles in Education
An Exploration Of Teacher Perception And Practices Of Using Assessment Data To Improve Achievement Of Equity Student Groups, Laurie Mazelin
An Exploration Of Teacher Perception And Practices Of Using Assessment Data To Improve Achievement Of Equity Student Groups, Laurie Mazelin
Theses, Dissertations and Capstones
While utilizing assessment data has been a pervasive practice in educational reform for decades, and teachers are expected to use assessment data to improve instruction, little is known about how the practice of requiring teachers to review test data affects their perception of effectiveness in addressing the learning gaps of student groups. This qualitative phenomenological research study used open-ended, semi-structured interviews to help better understand how the expectations of teachers analyzing and integrating assessment data translates into teacher instructional practice and self-efficacy. This study aimed to explore the shared experience of teachers required to participate in collaborative planning centered on …
Educator Perceptions Of Appropriate Social Media Practices, Amanda Hope Preece
Educator Perceptions Of Appropriate Social Media Practices, Amanda Hope Preece
Theses, Dissertations and Capstones
The purpose of this qualitative pilot study was to investigate the perceptions of educators regarding appropriate social media practices. Specific elements of appropriate social media use by teachers investigated include understanding of acceptable use policies and freedom of speech, the relationship between social media and professional development, and best practices for educators concerning their social media usage. Purposeful, convenience, and snowball sampling were used to select study participants. Study participants (N=24) were preservice teachers completing student teaching or mentor teachers for Marshall University College of Education and Professional Development. Semi-structured interviews were conducted with 12 teacher candidates and 12 mentor …