Education Commons^™

Undoing The Traditions Of Grading And Reporting, Thomas R. Guskey

Educational, School, and Counseling Psychology Faculty Publications

One silver lining from the ongoing public health crisis might be the lasting impact of two modified approaches to grading and reporting of the past year.

Professional Learning With Staying Power, Thomas R. Guskey

Educational, School, and Counseling Psychology Faculty Publications

Six steps to evidence-based professional learning that makes a difference.

Finnish Adolescent Girls’ Activity Patterns And The Effects Of An Activity-Based Homework Intervention On Their Physical Activity, Mari Kääpä, Sanna Palomäki, Henri Vähä-Ypyä, Tommi Vasankari, Mirja Hirvensalo, Alicia Fedewa

Educational, School, and Counseling Psychology Faculty Publications

Purpose: The insufficient physical activity (PA) of adolescents is a global challenge, and there is a need to find opportunities to engage youth in active lifestyles. The majority of adolescents do not meet the recommended guidelines of physical activity, and especially females have low levels of activity as they approach adolescence. The goal of this study was to obtain insight into Finnish adolescent girls’ objectively measured physical activity by evaluating the effects of an activity-based homework intervention on low, medium, and high-active girls during after-school hours.

Method: A physical activity homework intervention was put into place for female adolescent girls. …

The Past And Future Of Teacher Efficacy, Thomas R. Guskey

Educational, School, and Counseling Psychology Faculty Publications

Knowing how the concept of teacher efficacy has evolved in education research shows us good ways to raise teachers' confidence now.

Learning From Failures: Lessons From Unsuccessful Grading Reform Initiatives, Thomas R. Guskey

Educational, School, and Counseling Psychology Faculty Publications

This article describes accounts of grading reform initiatives that while well-intentioned, met with staunch opposition and eventually were abandoned. The implementation strategies employed by the leaders of these reform initiative are explored, along with reasons these strategies failed to result in meaningful and enduring change. Alternative grading reform strategies with supporting evidence are offered, justification for their use explained, and new directions for grading reform initiatives recommended.