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- Journal on Empowering Teaching Excellence (5)
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- Internet Journal of Allied Health Sciences and Practice (1)
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Articles 1 - 17 of 17
Full-Text Articles in Education
Book Review: Going Gradeless, Grades 6–12: Shifting The Focus To Student Learning, Ana De Jesús, Alesia Mickle Moldavan
Book Review: Going Gradeless, Grades 6–12: Shifting The Focus To Student Learning, Ana De Jesús, Alesia Mickle Moldavan
Excelsior: Leadership in Teaching and Learning
This book review of Going Gradeless, Grades 6–12: Shifting the Focus to Student Learning by E. Burns and D. Frangiosa (2021) provides an alternative pedagogical method to assessment that uses a “gradeless” approach to learning for purposes of removing the stress and negative impacts of traditional grading practices while maintaining accountability with equity in mind. In this review, we describe the foundational underpinnings that frame the book and summarize some of the observed benefits as well as challenges faced by the authors who implemented this approach. We provide an overview of the chapters situated in four major takeaways guiding this …
My First Time Ungrading: Approach Used And Reflections, Heather Leslie
My First Time Ungrading: Approach Used And Reflections, Heather Leslie
Feminist Pedagogy
A few months ago, I began devouring information about ungrading with a fervent appetite. I started with the book Ungrading: Why Rating Students Undermines Learning (and What To Do Instead) edited by Susan Blum and listened to just about every podcast where she was interviewed about this topic. I then read other books she recommended like Wad-Ja-Get: The Grading Game in American Education by Howard Kirschenbaum and Punished By Rewards: The Trouble with Gold Stars, Incentive Plans, A’s, and Praise by Alfie Kohn. Recently, I have become much more dialed into the ungrading movement by reading articles from Teachers Going …
Using ‘How To …’ Videos In Feedforward Practices To Support The Development Of Academic Writing, Sally Quinn Dr
Using ‘How To …’ Videos In Feedforward Practices To Support The Development Of Academic Writing, Sally Quinn Dr
Journal on Empowering Teaching Excellence
Access the online Pressbooks version of this article here.
The transition to Higher Education is full of new challenges for students not least the challenge to develop a style of writing expected within one’s discipline of study at the HE level. Feedback on students’ assessments can be one way that guides students to focus on the aspects of their writing that they should aim to improve at different points of their study but often students report difficulty in understanding markers’ comments and exactly how to improve on these skills. We developed a library of 27 five minute ‘How to…’ videos …
Full Issue: Journal On Empowering Teaching Excellence, 2022 Special Issue (Vol. 5, Iss. 3)
Full Issue: Journal On Empowering Teaching Excellence, 2022 Special Issue (Vol. 5, Iss. 3)
Journal on Empowering Teaching Excellence
The full-length 2022 Special Issue (Volume 5, Issue 3) of the Journal on Empowering Teaching Excellence
Access the online Pressbooks version (with downloadable EPUB format) here.
Language Learning Through Interaction: Online And In The Classroom, Andrew J. Demil, Rachel Kozikowski
Language Learning Through Interaction: Online And In The Classroom, Andrew J. Demil, Rachel Kozikowski
The Coastal Review: An Online Peer-reviewed Journal
Online language teaching has become a popular alternative to classroom learning (Liu et al; Warschauer and Meskill). This led to research comparing the two learning environments (Young). Regardless of the learning environment, in order to be effective, the second language classroom must be designed to lead learners to acquisition. Studies suggest that collaborative tasks that push learners to negotiate meaning lead to acquisition (Leeser; Loewen and Erlam; Mackey and Philp; Stafford, Bowden, Sanz). Participants in this study were in two environments; a second language classroom in the typical in person classroom format, and a language learning course in an online …
Taking Into Account Interpersonal Aspects Of Teacher Feedback: Principles Of Responding To Student Writing (Republication), Elena Shvidko
Taking Into Account Interpersonal Aspects Of Teacher Feedback: Principles Of Responding To Student Writing (Republication), Elena Shvidko
Journal on Empowering Teaching Excellence
Providing feedback on student work is a fundamental aspect of instruction and an important part of the learning process. A considerable amount of literature describes the pedagogical value of different types of feedback—explicit vs. implicit, comprehensive vs. selective, direct vs. indirect, and feedback on content vs. feedback on form—thus treating feedback primarily as an instructional/informational phenomenon. It must be remembered, however, that there is a real person behind each paper; therefore, interpersonal aspects of teacher feedback should not be disregarded. This article discusses five principles of responding to student writing that take into account this interpersonal nature of feedback: providing …
Full Issue: Journal On Empowering Teaching Excellence, Volume 5, Issue 1, Spring 2021
Full Issue: Journal On Empowering Teaching Excellence, Volume 5, Issue 1, Spring 2021
Journal on Empowering Teaching Excellence
The full Spring 2021 issue (Volume 5, Issue 1) of the Journal on Empowering Teaching Excellence
Feedback As A Connector In Remote Learning Environments, Heather Rottermond, Laura Gabrion
Feedback As A Connector In Remote Learning Environments, Heather Rottermond, Laura Gabrion
Michigan Reading Journal
In March, Michigan educators unexpectedly found themselves rethinking instruction. As schools throughout the state were shuttered due to the COVID-19 health crisis, educators at every level needed to consider ways to sustain relationships with students in an effort to move learning forward. Feedback has always served as a natural connector between teachers and their students, but students’ use of feedback is based upon trust. This article examines the importance of formative assessment and the feedback cycle while exploring ways to deliver feedback in remote settings. By prioritizing the student-teacher relationship, teachers foster students’ active engagement with feedback, thereby raising students’ …
Formative Assessments: You Have Options, Shelly Ray Parsons
Formative Assessments: You Have Options, Shelly Ray Parsons
Colorado Mathematics Teacher
Formative assessment provides powerful opportunities to enhance and improve classroom experiences. Educators have the ability to empower students every day in the classroom through active learning opportunities using formative assessment strategies.
Full Issue: Journal On Empowering Teaching Excellence, Volume 4, Issue 2
Full Issue: Journal On Empowering Teaching Excellence, Volume 4, Issue 2
Journal on Empowering Teaching Excellence
The full Fall 2020 issue (Volume 4, Issue 2) of the Journal on Empowering Teaching Excellence.
Learning While Building: Enhancing Opportunities For Teacher Candidate Development Within Professional Development Schools Through Programmatic Analysis, Valerie Widdall 7532451, Andrea Lachance, John M. Livermore
Learning While Building: Enhancing Opportunities For Teacher Candidate Development Within Professional Development Schools Through Programmatic Analysis, Valerie Widdall 7532451, Andrea Lachance, John M. Livermore
Journal of Inquiry and Action in Education
Abstract
This study investigated the impact of differing models of practicum placements on teacher candidates’ (TC’s) abilities to practice teaching skills and receive feedback on their teaching. Within the Professional Development School (PDS) model TCs were placed as cohorts in a single PDS site with at least one college faculty member assigned as a liaison, and within the Traditional model TCs were placed across a variety of schools without college faculty connected to the various school sites. Teacher candidates completed a survey with Likert scale and open-ended items to measure TCs’ perceptions of how much time they spent teaching lessons …
A Matrix Of Feedback For Learning, Cam Brooks, Annemaree Carroll, Robyn M. Gillies, John Hattie
A Matrix Of Feedback For Learning, Cam Brooks, Annemaree Carroll, Robyn M. Gillies, John Hattie
Australian Journal of Teacher Education
The present study used an established model of feedback (Hattie & Timperley, 2007) as a framework to explore which types and levels of feedback are most common in the upper primary classroom. Results demonstrate that feedback was predominantly directed toward the task level and that feed forward, information about the next steps for learning, was the least occurring feedback type in the classroom. Based upon research and findings, the authors propose a conceptual matrix of feedback that bridges research to practice with the aim of feedback being a driver to promote improvement.
An Investigation Of Entry Level Doctor Of Physical Therapy Student Perspectives Of Peer Evaluation, Dawn James, Natalie Weeks-O'Neal, Jennyfer Oh, Teressa Brown
An Investigation Of Entry Level Doctor Of Physical Therapy Student Perspectives Of Peer Evaluation, Dawn James, Natalie Weeks-O'Neal, Jennyfer Oh, Teressa Brown
Internet Journal of Allied Health Sciences and Practice
Purpose: To describe the perceptions of peer evaluation as an instructional method when used by entry-level doctor of physical therapy (DPT) students as preparation for practical examinations within a clinically oriented course.
Methods/Description: Forty first year, entry-level doctor of physical therapy students participated in structured peer-skills checks prior to practical exams as part a clinically based course. Each student was required to observe and provide critical feedback for at least four other students as they performed simulated patient care activities. Peer-evaluators rated the students on their level of competency with the skills using a Visual Analog Scale and …
Evaluating The Effectiveness Of Using Peer-Dialogue Assessment (Pda) For Improving Pre-Service Teachers' Perceived Confidence And Competence To Teach Physical Education, Narelle Eather, Nick Riley, Drew Miller, Bradley Jones
Evaluating The Effectiveness Of Using Peer-Dialogue Assessment (Pda) For Improving Pre-Service Teachers' Perceived Confidence And Competence To Teach Physical Education, Narelle Eather, Nick Riley, Drew Miller, Bradley Jones
Australian Journal of Teacher Education
Developing effective methods for improving student learning in higher education is a priority. Recent findings have shown that feedback on student work can effectively facilitate learning if students are engaged as active participants in the feedback cycle; where they seek, generate and use feedback in the form of dialogue. This novel study investigates the use of peer dialogue assessment as an assessment for learning tool used in an existing undergraduate physical education course. Our findings demonstrate that when thirty six undergraduate physical education students were provided with instruction and practice using peer dialogue assessment after consecutive teaching performances, they exhibit …
“It’S A Two-Way Street”: Giving Feedback In A Teacher Writing Group, Lochran C. Fallon, Anne Elrod Whitney
“It’S A Two-Way Street”: Giving Feedback In A Teacher Writing Group, Lochran C. Fallon, Anne Elrod Whitney
Teaching/Writing: The Journal of Writing Teacher Education
Abstract: A consistent feature of teacher writing groups is the giving and receiving of feedback on writing. While there have been several studies that have explored the effects of receiving feedback on one's own writing, there have only been a few that explored the effects of providing feedback to others can have on a teacher’s own work. Drawing on interviews with teacher-writers who work together in a writing group, we conclude that giving feedback transforms the writing lives of all participants involved in the feedback process through experiences of reciprocity, involving claiming authority within a community of writers, developing …
Using An Observation Coaching Checklist To Provide Feedback To Teachers, Michelle Lia
Using An Observation Coaching Checklist To Provide Feedback To Teachers, Michelle Lia
Journal of Catholic Education
Teachers need feedback to make instructional progress. This paper shares how a coaching checklist was used in five Catholic schools in the Archdiocese of Chicago in 2014-2015 school year in an effort to provide teachers feedback and support their instruction. This coaching was paired with regular ‘traditional’ professional development paid for through a grant by Big Shoulders Fund in Chicago. The use of the checklist provided more specific feedback than a note-taking method of observation typically used in teacher evaluation. Anecdotally, teachers who wanted feedback and wanted to improve their instruction did just that. An added result was the support …
The Role Of Collaboration And Feedback In Advancing Student Learning In Media Literacy And Video Production, Carl M. Casinghino
The Role Of Collaboration And Feedback In Advancing Student Learning In Media Literacy And Video Production, Carl M. Casinghino
Journal of Media Literacy Education
Educators can learn many lessons as they implement collaborative project strategies, manage appropriate feedback, and measure communicative skill development in the media literacy classroom. This article examines case studies and learning outcomes in a high school digital production classroom taught by a veteran media literacy educator.