Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- University of Nebraska - Lincoln (102)
- Aga Khan University (31)
- Taylor University (26)
- California State University, San Bernardino (23)
- Western Kentucky University (18)
-
- Technological University Dublin (11)
- Eastern Illinois University (10)
- Portland State University (10)
- University of Tennessee, Knoxville (10)
- Georgia State University (9)
- Johnson & Wales University (9)
- Montclair State University (9)
- Butler University (8)
- University of Nebraska at Omaha (8)
- Boise State University (6)
- The University of Maine (6)
- Utah State University (6)
- Sacred Heart University (5)
- University of Massachusetts Boston (5)
- Brigham Young University (4)
- Old Dominion University (4)
- SIT Graduate Institute/SIT Study Abroad (4)
- City University of New York (CUNY) (3)
- Edith Cowan University (3)
- Pace University (3)
- Purdue University (3)
- Rhode Island College (3)
- San Jose State University (3)
- University of Massachusetts Amherst (3)
- University of South Florida (3)
- Keyword
-
- Education (29)
- Innovative Course Development Grants (13)
- TRC Teaching Resource Center (13)
- Professional development (10)
- Teacher education (10)
-
- Teaching Resource Center (10)
- Edcuation (8)
- Johnson & Wales University (8)
- Elementary education (7)
- TRC (7)
- Teaching Skills Study Awards (7)
- Literacy (6)
- TSSA (6)
- Higher Education (5)
- Higher education (5)
- Identity (5)
- Providence (5)
- RI (5)
- Social studies (5)
- Special education (5)
- 2011 (4)
- Critical pedagogy (4)
- Diversity (4)
- Medical colleges -- Faculty (4)
- Political cartoons (4)
- Rocky Hill (4)
- Science (4)
- Assessment (3)
- CT (3)
- Center for Research & Evaluation (3)
- Publication
-
- To Improve the Academy: A Journal of Educational Development (51)
- ACMS Conference Proceedings 2011 (26)
- Department of Teaching, Learning, and Teacher Education: Faculty Publications (21)
- Innovative Course Redesign Grant Reports (15)
- Institute for Educational Development, Karachi (15)
-
- Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research (11)
- Faculty Publications (10)
- Faculty Research and Creative Activity (10)
- IACE Hall of Fame Repository (10)
- Teacher Education Faculty Publications (10)
- Department of Educational Foundations Scholarship and Creative Works (8)
- Professional Development Centre, Gilgit (8)
- Teaching Skills Study Awards (TSSA) Reports (8)
- Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations (6)
- Educational Leadership and Policy Faculty Publications and Presentations (6)
- Conference papers (5)
- Dissertations (5)
- Education Faculty Publications (5)
- Professional and Organizational Development Network in Higher Education: Archives (5)
- Articles (4)
- Independent Study Project (ISP) Collection (4)
- Masters Theses & Specialist Projects (4)
- Middle and Secondary Education Faculty Publications (4)
- Teacher Education and Leadership Faculty Publications (4)
- Theses (4)
- UC Publications (4)
- Book Chapters / Conference Papers (3)
- Critical and Creative Thinking Capstones Collection (3)
- Curriculum and Instruction Faculty Publications and Presentations (3)
- Department of Educational Administration: Dissertations, Theses, and Student Research (3)
Articles 391 - 394 of 394
Full-Text Articles in Education
Using Teacher-Written Praise Notes To Decrease Tardiness In Elementary School Students, Paul Caldarella, Lynnette Christensen, K. Richard Young
Using Teacher-Written Praise Notes To Decrease Tardiness In Elementary School Students, Paul Caldarella, Lynnette Christensen, K. Richard Young
Faculty Publications
Our purpose was to evaluate the effect of teacher written praise notes on elementary school student on-time behavior.
Instruction And Physical Environments That Support Process Writing In Elementary Classrooms, Monica Thomas Billen, Brad Wilcox, Damon Bahr, Jill Shumway, Byran Korth, Elizabeth Yates, Timothy G. Morrison, Sue Simmerman, Stan V. Harwarad, Nancy Peterson, Linda E. Pierce
Instruction And Physical Environments That Support Process Writing In Elementary Classrooms, Monica Thomas Billen, Brad Wilcox, Damon Bahr, Jill Shumway, Byran Korth, Elizabeth Yates, Timothy G. Morrison, Sue Simmerman, Stan V. Harwarad, Nancy Peterson, Linda E. Pierce
Faculty Publications
This study conducted in eight Utah school districts documented the amount of time devoted to elementary writing instruction and described classroom physical environments related to that instruction. One-hundred-seventy-seven full-day observations were completed during a one-week period. Results indicated that process-writing time was dominated by explicit instruction from the teacher. Other elements of the writing workshop were implemented, but in a fragmented way. Classroom physical environments were generally not literacy rich. Process-oriented teachers had richer environments than those who focused on conventions.
The Structural And Conceptual Interweaving Of Mathematics Methods Coursework And Field Practica In An Era Of Mathematics Reform, Damon L. Bahr, Eula Ewing Monroe, Dennis L. Eggett
The Structural And Conceptual Interweaving Of Mathematics Methods Coursework And Field Practica In An Era Of Mathematics Reform, Damon L. Bahr, Eula Ewing Monroe, Dennis L. Eggett
Faculty Publications
This paper describes a study of observed relationships between the design of a preservice mathematics methods course with accompanying field practicum and changes in the extent to which participating preservice teachers identified themselves with the mathematics reform movement after becoming inservice teachers. The curriculum of the course with its embedded field practicum experiences was designed to support preservice teachers in interweaving methods coursework and pedagogical instruction with classroom practice. University and public school structures were interwoven by conducting weekly mathematics methods course sessions held at a public school site followed immediately by related classroom practicum experiences. The interweaving of conceptualizations …
Research Summary: Assessment, Robert Michael Capraro, Mary F. Roe, Micki M. Caskey, David Strahan, Penny A. Bishop, Christopher C. Weiss
Research Summary: Assessment, Robert Michael Capraro, Mary F. Roe, Micki M. Caskey, David Strahan, Penny A. Bishop, Christopher C. Weiss
Curriculum and Instruction Faculty Publications and Presentations
Assessment is important for middle level teachers and their students. In fact, the National Middle School Association (NMSA) highlighted curriculum, instruction, and assessment in This We Believe: Keys to Educating Young Adolescents (NMSA, 2010). The intention of this summary is to establish assessment’s rightful position as one priority for middle grade teachers and their students. When used wisely and well, teachers obtain information about their students’ strengths and needs, and their students remain informed about their achievements. To begin, educators need an operational definition of assessment. Based on the work of many scholars (e.g., Delclos, Vye, Burns, Bransford, & Hasselbring, …