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Articles 31 - 55 of 55
Full-Text Articles in Education
Planning Professional Learning, Thomas R. Guskey
Planning Professional Learning, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
With backward planning, schools can ensure that they choose professional development activities aligned with their most important goals.
Parenting Styles And Adjustment Outcomes Among College Students, Keisha M. Love, Deneia M. Thomas
Parenting Styles And Adjustment Outcomes Among College Students, Keisha M. Love, Deneia M. Thomas
Educational, School, and Counseling Psychology Faculty Publications
Research has demonstrated that parenting styles partially explain college students’ academic adjustment. However, to account for academic adjustment more fully, additional contributors should be identified and tested. We examined the fit of a hypothesized model consisting of parenting styles, indicators of well-being, and academic adjustment among 315 college students. The model demonstrated a close fit to the data and contained several significant paths.
The Perils Of Prescribed Grade Distributions: What Every Medical Educator Should Know, Kenneth D. Royal, Thomas R. Guskey
The Perils Of Prescribed Grade Distributions: What Every Medical Educator Should Know, Kenneth D. Royal, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
A common practice in medical education is to create a prescribed distribution of grades or ratings so that only a certain percentage of students receive the highest marks. This approach typically is employed to curb grade inflation and as a means to help faculty distinguish outstanding performers. Despite the well-intentioned reasoning for using prescribed grade distributions, a number of associated problems and probable consequences may result from this practice. Thus, the purpose of this article was to discuss the assumptions underlying this potentially unwise practice, the defensibility of this evaluation practice in the high-stakes arena of medical education, and the …
In Search Of A Useful Definition Of Mastery, Thomas R. Guskey, Eric M. Anderman
In Search Of A Useful Definition Of Mastery, Thomas R. Guskey, Eric M. Anderman
Educational, School, and Counseling Psychology Faculty Publications
What way of thinking about mastery will most effectively guide curriculum and instruction?
The Case Against Percentage Grades, Thomas R. Guskey
The Case Against Percentage Grades, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
It’s time to abandon grading scales that distort the accuracy, objectivity, and reliability of students’ grades.
A Collaborative Professional Development Approach To Improving Student Outcomes, Jillian Starman, Ann Larson, Eve Proffitt, Thomas R. Guskey, Xin Ma
A Collaborative Professional Development Approach To Improving Student Outcomes, Jillian Starman, Ann Larson, Eve Proffitt, Thomas R. Guskey, Xin Ma
Educational, School, and Counseling Psychology Faculty Publications
The purpose of this article is to analyze the strategy used to develop a collaborative professional development process that focused on the implementation of the common core state standards. In addition, the author will report findings, and discuss the effectiveness of the initiative for postsecondary faculty. Faculty can verify that not every student comes to a two or four year college program prepared to succeed in credit bearing coursework. To facilitate improvement of student success, states across the country collaborated with teachers, researchers and leading experts to design and develop the common core state standards. The standards were developed to …
Five Obstacles To Grading Reform, Thomas R. Guskey
Five Obstacles To Grading Reform, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
Education leaders must recognize obstacles to grading reform that are rooted in tradition—and then meet them head on.
Lessons Of Mastery Learning, Thomas R. Guskey
Lessons Of Mastery Learning, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
The core elements of mastery learning provide the foundation for other innovative models, including Response to Intervention.
Grading Exceptional Learners, Lee Ann Jung, Thomas R. Guskey
Grading Exceptional Learners, Lee Ann Jung, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
This five-step model provides fair and accurate grades for students with disabilities and English language learners.
Literacy Assessment New Zealand Style, Thomas R. Guskey, Jeffrey K. Smith, Lisa F. Smith, Terry Crooks, Lester Flockton
Literacy Assessment New Zealand Style, Thomas R. Guskey, Jeffrey K. Smith, Lisa F. Smith, Terry Crooks, Lester Flockton
Educational, School, and Counseling Psychology Faculty Publications
It's mostly performance based. It assesses students in teams as well as individually. What's more, students like it.
Making High School Grades Meaningful, Thomas R. Guskey
Making High School Grades Meaningful, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
Most teachers base students' grades on more than one factor. The difficulty is figuring out how to weight and combine the different pieces that go into the final mark. Mr. Guskey suggests a system that not only avoids those problems but gives a better overall picture of a student's performance than the traditional single letter grade.
Mapping The Road To Proficiency, Thomas R. Guskey
Mapping The Road To Proficiency, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
A table of specifications provides a travel guide to help teachers move students toward mastery of standards
The Communication Challenge Of Standards-Based Reporting, Thomas R. Guskey
The Communication Challenge Of Standards-Based Reporting, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
As traditional reporting systems based on letter grades are replaced by standards-based reporting systems, parents are often left wondering how their child is doing in school. Mr. Guskey offers some suggestions for overcoming this communication challenge.
How Classroom Assessments Improve Learning, Thomas R. Guskey
How Classroom Assessments Improve Learning, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
Teachers who develop useful assessments, provide corrective instruction, and give students second chances to demonstrate success can improve their instruction and help students learn.
Computerized Gradebooks And The Myth Of Objectivity, Thomas R. Guskey
Computerized Gradebooks And The Myth Of Objectivity, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
Computerized grading programs and electronic gradebooks can be useful tools. But in the end, Mr. Guskey reminds us, teachers must still decide what grade offers the most accurate and fairest description of each student's achievement and level of performance.
Does It Make A Difference? Evaluating Professional Development, Thomas R. Guskey
Does It Make A Difference? Evaluating Professional Development, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
Using five critical levels of evaluation, you can improve your school's professional development program. But be sure to start with the desired result--improved student outcomes.
Helping Standards Make The Grade, Thomas R. Guskey
Helping Standards Make The Grade, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
When reporting on student work, educators need a clear, comprehensive grading system that shows how students are measuring up to standards.
The Road To Classroom Change, Thomas R. Guskey, Kent D. Peterson
The Road To Classroom Change, Thomas R. Guskey, Kent D. Peterson
Educational, School, and Counseling Psychology Faculty Publications
Before school-based decision making can change teaching and learning for the better, we must make some changes in the reform itself.
Making The Grade: What Benefits Students?, Thomas R. Guskey
Making The Grade: What Benefits Students?, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
Although the debate over grading and reporting practices continues, today we know which practices benefit students and encourage learning.
What You Assess May Not Be What You Get, Thomas R. Guskey
What You Assess May Not Be What You Get, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
Performance-based assessments may not bring significant change in instructional practice unless teachers are provided requisite time and training.
What To Consider When Evaluating Staff Development, Thomas R. Guskey, Dennis Sparks
What To Consider When Evaluating Staff Development, Thomas R. Guskey, Dennis Sparks
Educational, School, and Counseling Psychology Faculty Publications
District leaders must look deeper than students' achievement scores and use a multifacted approach to assess the quality of their staff development efforts.
Integrating Innovations, Thomas R. Guskey
Integrating Innovations, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
Proponents of new ideas promote their favorites without seeing connections to other strategies--it's up to school leaders to discover how to integrate a collection of models within their improvement programs.
Synthesis Of Research On The Effects Of Mastery Learning In Elementary And Secondary Classrooms, Thomas R. Guskey, Sally L. Gates
Synthesis Of Research On The Effects Of Mastery Learning In Elementary And Secondary Classrooms, Thomas R. Guskey, Sally L. Gates
Educational, School, and Counseling Psychology Faculty Publications
The results of well-designed studies show extremely positive student learning outcomes and teacher variables. More studies are needed on several questions, including long-term consequences and effects on classroom interactions and climate.
Staff Development And Teacher Change, Thomas R. Guskey
Staff Development And Teacher Change, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
The most significant changes in teacher attitudes and beliefs come after they begin using a new practice successfully and see changes in student learning.
The Relationship Between Teacher Attitudes And Student Perceptions Of Classroom Climate, Jacques S. Benninga, Thomas R. Guskey, Kathy R. Thornburg
The Relationship Between Teacher Attitudes And Student Perceptions Of Classroom Climate, Jacques S. Benninga, Thomas R. Guskey, Kathy R. Thornburg
Educational, School, and Counseling Psychology Faculty Publications
No abstract provided.