Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 12 of 12
Full-Text Articles in Education
Two Steps Forward, Three Steps Back: The Stormy History Of Reading Comprehension Assessment, Loukia K. Sarroub, P. David Pearson
Two Steps Forward, Three Steps Back: The Stormy History Of Reading Comprehension Assessment, Loukia K. Sarroub, P. David Pearson
Department of Teaching, Learning, and Teacher Education: Faculty Publications
After closely examining the recent history of reading comprehension assessment in the United States, we have concluded that although both the forms of assessment and the key players in the assessment process have changed in significant ways, the functions of assessment have remained relatively constant. In terms of function, we have always used, and continue to use, assessment tools to evaluate programs, to hold particular groups accountable for some specified set of outcomes (though it may seem that that is all we do these days), to inform instruction, either for individuals or whole classes, and finally, to determine who gains …
Assessment In Literature-Based Reading Programs: Have We Kept Our Promises?, Tanja Bisesi, Devon Brenner, Mary Mcvee, P. David Pearson, Loukia K. Sarroub
Assessment In Literature-Based Reading Programs: Have We Kept Our Promises?, Tanja Bisesi, Devon Brenner, Mary Mcvee, P. David Pearson, Loukia K. Sarroub
Department of Teaching, Learning, and Teacher Education: Faculty Publications
We have made incredible progress, both conceptually and practically, in the development of literacy assessment tools that appropriately reflect the goals and activities of literature-based reading programs. This progress, however, has not come without obstacles, many of which have not yet been (and may never be) fully negotiated. The purpose of this chapter is to provide an overview of the "promises" we as a literacy assessment community have made to ourselves, as we implement new forms of assessment for new purposes, and to critically evaluate our progress toward keeping those promises. We begin by briefly describing recent shifts in literacy …
Model Limitations, Randy Yerrick, Linda James, Jon E. Pedersen
Model Limitations, Randy Yerrick, Linda James, Jon E. Pedersen
Department of Teaching, Learning, and Teacher Education: Faculty Publications
SPACE EXPLORATION HAS SPAWNED MORE interest in science among teachers and students than any other topic in recent science education history, and teachers can use space science as an opportunity to encourage students to observe and make new discoveries for themselves. Many times, however, we run into obstacles. One trend we have noticed is that students can form misunderstandings based on simplistic explanations such as catchy astronomy activities on the back of cereal boxes, cartoon renderings of life on the Moon, or linear models in textbooks depicting the Solar System. These misrepresentations of science present problems for instructors.
Book Review - Moving Beyond Dichotomies To Outline Discourse Strategies In A Transnational Community, Edmund T. Hamann
Book Review - Moving Beyond Dichotomies To Outline Discourse Strategies In A Transnational Community, Edmund T. Hamann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Intended both for ethnographers and for scholars of literacy and rhetorical studies, Juan C. Guerra’s Close to Home: Oral and Literate Practices in a Transnational Mexicano Community is at once groundbreaking and important, though because of the sophistication and detail of its reasoning, it may not be accessible to a broad audience. The book—the fortieth title in the Teachers College Press Language and Literacy Series—is pioneering in a number of ways. Most notable is Guerra’s refusal to fit the group he is focusing on—the multigenerational social network of an extended Mexican-origin family—into a single geographic frame of reference. Guerra explains …
Academic Civility Begins In The Classroom, Roger G. Baldwin
Academic Civility Begins In The Classroom, Roger G. Baldwin
Professional and Organizational Development Network in Higher Education: Archives
Values and traditions supporting academic civility are learned in the classroom. This essay discusses the role of the college professor in promoting civil discourse and nurturing overall academic civility.
Problem-Based Learning: Preparing Students To Succeed In The 21st Century, Barbara J. Duch, Deborah E. Allen, Harold B. White Iii
Problem-Based Learning: Preparing Students To Succeed In The 21st Century, Barbara J. Duch, Deborah E. Allen, Harold B. White Iii
Professional and Organizational Development Network in Higher Education: Archives
College graduates who can think critically, solve complex problems, communicate clearly, and work effectively in teams will be prepared for the challenges of the 21st century. Problem-based learning (PBL) helps students develop these crucial skills.
Keys To Using Learning Groups Effectively, Larry K. Michaelsen
Keys To Using Learning Groups Effectively, Larry K. Michaelsen
Professional and Organizational Development Network in Higher Education: Archives
Irrespective of such factors as subject matter and class size, small group work can produce positive motivational and learning outcomes. The key is appropriately managing the variables discussed in this essay.
Adding Online Computer Methods To Your Repertoire Of Teaching Strategies, Nancy A. Diamond
Adding Online Computer Methods To Your Repertoire Of Teaching Strategies, Nancy A. Diamond
Professional and Organizational Development Network in Higher Education: Archives
On-line teaching methods offer interesting strategies for teaching whatever you already want to teach. This essay describes a broad range of on-line methods and details the elements necessary for their optimal use.
Relating Student Experience To Courses And The Curriculum, Virginia S. Lee
Relating Student Experience To Courses And The Curriculum, Virginia S. Lee
Professional and Organizational Development Network in Higher Education: Archives
This essay offers a rationale for incorporating students’ personal experience into the curriculum and techniques for doing so to facilitate both cognitive and affective curricular objectives.
The Critical Match Between Motivation To Learn And Motivation To Teach, Ronald Teeples, Harvey Wichman
The Critical Match Between Motivation To Learn And Motivation To Teach, Ronald Teeples, Harvey Wichman
Professional and Organizational Development Network in Higher Education: Archives
Student motives to learn cannot be effectively understood as something independent of prevailing pedagogies, which are shaped by motives to teach. The authors discuss bringing these two aspects of motivation into closer congruence.
Developing A Philosophy Of Teaching Statement, Nancy Van Note Chism
Developing A Philosophy Of Teaching Statement, Nancy Van Note Chism
Professional and Organizational Development Network in Higher Education: Archives
Suggestions are presented for preparing a statement about one’s philosophy of teaching in relationship to the preparation of a teaching portfolio. Included are ideas on developing several common components of such statements.
Writing To Learn, Judith Kalman, Calvin Kalman
Writing To Learn, Judith Kalman, Calvin Kalman
Professional and Organizational Development Network in Higher Education: Archives
The authors explain a technique that discourages the viewing of material as an agglomeration of disembodied facts and fosters students’ awareness of the concepts underlying the topics being discussed.