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Educational Methods

University of Pennsylvania

Educational Foundations

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Articles 1 - 4 of 4

Full-Text Articles in Education

Ethnography Of Language Planning And Policy, Nancy H. Hornberger, Aldo A. Tapia, David H. Hanks, Frances K. Dueñas Mar 2018

Ethnography Of Language Planning And Policy, Nancy H. Hornberger, Aldo A. Tapia, David H. Hanks, Frances K. Dueñas

GSE Publications

A decade ago, Hornberger & Johnson proposed that the ethnography of language planning and policy (ELPP) offers a useful way to understand how people create, interpret, and at times resist language policy and planning (LPP). They envisioned ethnographic investigation of layered LPP ideological and implementational spaces, taking up Hornberger's plea five years earlier for language users, educators, and researchers to fill up and wedge open ideological and implementational spaces for multiple languages, literacies, identities, and practices to flourish and grow rather than dwindle and disappear. With roots going back to the 1980s and 1990s, ethnographic research in LPP had been ...


Taken Out Of Context: Defending Civic Education From The Situationist Critique, Sigal R. Ben-Porath, Gideon Dishon Jan 2015

Taken Out Of Context: Defending Civic Education From The Situationist Critique, Sigal R. Ben-Porath, Gideon Dishon

GSE Publications

Situationists have suggested that educational efforts to improve character and instill virtues should be abandoned, as individuals’ behavior is predicted by contexts and situations rather than by character traits. More recently it has been suggested that civic education and especially the effort to cultivate civic virtues are ineffective for similar reasons and should be replaced by the introduction of desirable social norms and institutions. After surveying the debate on this topic in the first part of the essay, we suggest that in fact virtues should not be judged as existing within one person and absent from another based on their ...


Using Student Achievement Data To Support Instructional Decision Making, Laura Hamilton, Richard Halverson, Sharnell S. Jackson, Ellen Mandinach, Jonathan A. Supovitz, Jeffrey C. Wayman, Cassandra Pickens, Emma Sama Martin, Jennifer L. Steele Sep 2009

Using Student Achievement Data To Support Instructional Decision Making, Laura Hamilton, Richard Halverson, Sharnell S. Jackson, Ellen Mandinach, Jonathan A. Supovitz, Jeffrey C. Wayman, Cassandra Pickens, Emma Sama Martin, Jennifer L. Steele

GSE Publications

As educators face increasing pressure from federal, state, and local accountability policies to improve student achievement, the use of data has become more central to how many educators evaluate their practices and monitor students’ academic progress (Knapp et al., 2006). Despite this trend, questions about how educators should use data to make instructional decisions remain mostly unanswered. In response, this guide provides a framework for using student achievement data to support instructional decision making. These decisions include, but are not limited to, how to adapt lessons or assignments in response to students’ needs, alter classroom goals or objectives, or modify ...


From Multiple Choice To Multiple Choices, Jonathan A. Supovitz Nov 1997

From Multiple Choice To Multiple Choices, Jonathan A. Supovitz

GSE Publications

Are standardized tests an equitable way to measure the achievement of America's children? A fresh, four-year study by the Educational Testing Service of the gender gap on standardized tests concludes that differences in performance between boys and girls are real, but not large, and cut both ways. ("ETS Disputes Charges of Gender Bias," May 14, 1997.) Still, critics of standardized testing, like the National Center for Fair & Open Testing, blast the ETS study as "a smoke screen designed to divert attention from the ongoing problems with the exams they publish."