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Full-Text Articles in Education
The Relationship Of Formative Assessment To The Professional Development And Perspective Transformation Of Teachers, Kimberly K. Snyder
The Relationship Of Formative Assessment To The Professional Development And Perspective Transformation Of Teachers, Kimberly K. Snyder
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
This study uses practitioner research to explore teacher perspectives about formative assessment. The researcher engaged in a four-month-long series of professional development sessions with one middle school and two high school English-Language Arts teachers from the Capital View School District. Understanding formative assessment as a process to monitor student learning and then customizing instruction based on the data gathered from the formative assessment is a complex skill in which teachers need practice and even coaching to become adroit. The sessions were intended to help early-career teachers better understand formative assessment and incorporate it as a strategy in their teaching praxis. …
Three Reading-Intervention Teachers’ Identity Positioning And Practices To Motivate And Engage Emergent Bilinguals In An Urban Middle School, Jung-In Kim, Kara Mitchell Viesca
Three Reading-Intervention Teachers’ Identity Positioning And Practices To Motivate And Engage Emergent Bilinguals In An Urban Middle School, Jung-In Kim, Kara Mitchell Viesca
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This study investigated three urban middle-school teachers’ practices with respect to motivating and engaging emergent bilinguals in reading-intervention classrooms by exploring the teachers’ identity positioning. The three teachers’ sociocultural and sociopolitical positioning of their students (e.g. students as individuals, as monolithic learners, or as problems) was found to be related to their practices for motivating and engaging the students (e.g. hybrid, calibrated, or imposed practices). The teachers’ historical and current resources partially shaped how they positioned their students. The findings support that teachers should not only learn motivational practices but also reflect critically on positioning processes in the classroom.