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Articles 1 - 13 of 13
Full-Text Articles in Education
An Overview On The Validation Of The Critical Race Theory Measurement, Erica Campbell
An Overview On The Validation Of The Critical Race Theory Measurement, Erica Campbell
Journal of Research Initiatives
The Critical Race Theory Measurement (CRTM) was developed to evaluate the understanding of the six major principles of CRT and the significance of race relating to the preparation of practitioners providing services to people of color. The objective of this study was to evaluate the scale's psychometric properties. The CRTM self-assessment instrument measures the six Critical Race Theory principles. It consists of 19 items assessing endemic racism, the social construction of race, differential racialization, convergence/determinism, racial narratives, and intersectionality. The validation of the CRTM was based on its administration to 175 social work and counseling practitioners. This paper discusses the …
Educator Cultural Proficiency Insight Tool: As We Know Better, We Can Do Better!, Queinnise Miller
Educator Cultural Proficiency Insight Tool: As We Know Better, We Can Do Better!, Queinnise Miller
Tapestry: Journal of Diversity, Equity, Inclusion, and Belonging in Education
All across the U.S. student populations are evolving to reflect the increase in diversity. These students are culturally, linguistically, and economically diverse in nature (CLED). Apart from the health field, cultural competence has not been widely assessed in the education field. A purposeful sample of 362 K-12 teachers, who served 50% or more of CLED students, were administered the Educator Cultural Proficiency Insight Tool (ECPIT). The purpose of this research was two-fold: (a) develop and validate the ECPIT and (b) examine the demographic differences regarding levels of cultural proficiency of current educators. Findings indicated that the ECPIT was a valid …
Assessment And Diagnostic Practices Relating To Autism Spectrum Disorder In The United States And Mexico, Maria Valdez, Jessica R. Stewart, Wan-Lin Chang, Ruth Crutchfield, Ralph Carlson
Assessment And Diagnostic Practices Relating To Autism Spectrum Disorder In The United States And Mexico, Maria Valdez, Jessica R. Stewart, Wan-Lin Chang, Ruth Crutchfield, Ralph Carlson
Internet Journal of Allied Health Sciences and Practice
Purpose: The present study examined and compared professional assessment and diagnostic practices relating to autism spectrum disorder (ASD) in Mexico and the United States (U.S.). This information is of great importance because there is an extremely limited amount of information pertaining the assessment and diagnostic practices for ASD in Mexico and little is known about how these practices compare to those in the U.S. Methods: Archival data from a survey investigating ASD in the U.S. and Mexico was used for this study. Participants included 29 professionals from the U.S. and 7 professionals from Mexico. Professionals were from a variety of …
Teachers’ Beliefs And Practices Regarding Assessment In English As A Foreign Language Classrooms In Vietnam, Xuan Van Ha, Nam Giang Tran, Ngoc Hai Tran
Teachers’ Beliefs And Practices Regarding Assessment In English As A Foreign Language Classrooms In Vietnam, Xuan Van Ha, Nam Giang Tran, Ngoc Hai Tran
The Qualitative Report
Task-based language teaching (TBLT) has generated worldwide popularity as a curriculum innovation, and extensive research has investigated various aspects of the approach. However, little is known about the implementation of classroom assessment in TBLT curricula. This study investigated high school English as a foreign language teachers’ beliefs and practices regarding assessment in a curriculum innovation context in Vietnam. Data comprised in-depth interviews with six teachers, as well as testing documents. The findings revealed a strong impact of the high-stakes exams on teachers’ testing beliefs in that they focused explicitly on linguistic items in the assessed content and forms of assessment. …
Necessary Paradigm Shifts In Bilingual Education: Rethinking Assessment In Bilingual Classrooms, Aida A. Nevárez-La Torre
Necessary Paradigm Shifts In Bilingual Education: Rethinking Assessment In Bilingual Classrooms, Aida A. Nevárez-La Torre
Journal of Multilingual Education Research
This is the third and last Editorial in a series on Necessary Paradigm Shifts in Bilingual Education. The initial two editorials focused on Rethinking Language (JMER’s Volume 4, 2013) and the second on Rethinking Multilingual Literacy (JMER’s Volume 5, 2014). The necessary paradigm shift discussed here focuses on the role of assessment in bilingual classrooms and the novel conceptualization of bilingual assessment.
Saudi Science Teachers' Assessment Practices In Alzelfy Educational Administration According To Their Perceptions, Saeed Mohammad Alshamrani
Saudi Science Teachers' Assessment Practices In Alzelfy Educational Administration According To Their Perceptions, Saeed Mohammad Alshamrani
International Journal for Research in Education
This paper aimed to identify science teachers' assessment practices according to their perceptions through identifying the assessment goals, activities, criteria, and the nature of assessment reports (types and data). It used the descriptive method; the population was all science teacher in Alzelfy educational administration in Saudi Arabia (106 teachers); however, the response rate was (38%) of the population. A questionnaire with four dimensions was developed; these dimensions are: the goals (two items), activities (20 items), criteria (six items), and the nature of reports (11 items). The results indicated that the teachers thought that they practiced the assessment highly to achieve …
Hbcus: Accreditation, Governance And Survival Challenges In An Ever-Increasing Competition For Funding And Students, Jerry Crawford Ii
Hbcus: Accreditation, Governance And Survival Challenges In An Ever-Increasing Competition For Funding And Students, Jerry Crawford Ii
Journal of Research Initiatives
Historically Black Colleges and Universities (HBCUs) are facing challenges to their continued existence on several fronts. One is fiscally, as federal funding for education has been cut and the responsibility for paying for higher education has been levied on students and parents. Another challenge is the amount of endowment dollars available to them and lastly, there are questions today as to if HBCUs are still needed in a society that has allowed African-Americans to enroll in Predominantly White Institutions (PWIs). Both of these challenges are contingent on the most critical issue – accreditation. The loss of accreditation of units and …
The Washback Of The Toefl Ibt In Vietnam, Melissa Barnes
The Washback Of The Toefl Ibt In Vietnam, Melissa Barnes
Australian Journal of Teacher Education
Washback, or the influence of testing on teaching and learning, has received considerable attention in language testing research over the past twenty years. It is widely argued that testing, particularly high-stakes testing, exerts a powerful influence, whether intended or unintended, positive or negative, on both teachers and learners. This article investigates the washback effects of a high-stakes English language proficiency test, the Test of English as a Foreign Language Internet-Based Test (TOEFL iBT), in Vietnam. Vietnam, a developing country whose educational philosophies differ from those underpinning the TOEFL iBT, provided a unique context to explore the test's washback. In the …
Difficult Knowledge And The English Classroom: A Catholic Framework Using Cormac Mccarthy's The Road, Scott Jarvie, Kevin Burke
Difficult Knowledge And The English Classroom: A Catholic Framework Using Cormac Mccarthy's The Road, Scott Jarvie, Kevin Burke
Journal of Catholic Education
In this article, the authors explore the generative possibilities of risk-taking in the Catholic school English classroom. They associate pedagogical risk with what Deborah Britzman (1998) has called “difficult knowledge”—content that causes students to consider social trauma. Incorporating difficult knowledge meaningfully requires English teachers to take significant pedagogical risks, especially in the Catholic school classroom. Drawing on critical theology and Cormac McCarthy’s novel The Road (2006) as a difficult text, the authors employ a case study looking at how the traumatic difficulty of the novel could be fruitfully taught at a Catholic school. How might students reckon with The Road …
Teacher, Researcher, And Accountability Discourses: Creating Space For Democratic Science Teaching Practices In Middle Schools, Cory A. Buxton, Shakhnoza Kayumova, Martha Allexsaht-Snider
Teacher, Researcher, And Accountability Discourses: Creating Space For Democratic Science Teaching Practices In Middle Schools, Cory A. Buxton, Shakhnoza Kayumova, Martha Allexsaht-Snider
Democracy and Education
This study explores the role of competing discourses that shape current practices in U.S. schools and how professional development efforts can support teachers and researchers in finding ways to reinsert more democratic processes into their collaborative work. We examine the case of one research and professional development project with the goal of supporting middle school science and ESOL teachers in fostering more meaningful science learning for all their students but especially their English language learners. Using Gee’s notion of big-D discourses and Fairclough’s notion of interdiscursivity, we trace how the Discourse of accountability, the Discourse of science teaching, and the …
Crt Assessment Instrument, Janet L. Applin
Crt Assessment Instrument, Janet L. Applin
Kentucky Teacher Educator
The Culturally Responsive Teaching Assessment Instrument (CRT) is an observation instrument that was developed to assess teachers' use of culturally responsive teaching in applied classroom settings.
The Development Of The Culturally Responsive Teaching Assessment Instrument, Janet L. Applin
The Development Of The Culturally Responsive Teaching Assessment Instrument, Janet L. Applin
Kentucky Teacher Educator
This article is concerned with developing an instrument to assess Culturally Responsive Teaching. A study was conducted to explore the process of developing a valid and reliable CRT Assessment Instrument. Teaching behaviors widely accepted to indicate culturally responsive teaching were operationalized and an observation instrument was developed to assess teachers' use of culturally responsive teaching in applied classroom settings. Teachers were observed using the instrument and it was evaluated for its reliability and validity. Results of the study indicated that the instrument was found to have acceptable inter-rater reliability for approximately half of the indicators. The results supported the content …
Tension And Conflict In Assessment, Viola Wong Yuk-Yue
Tension And Conflict In Assessment, Viola Wong Yuk-Yue
Essays in Education
The paper aims at bringing out some of the intricacies and delicate issues related to language assessment in a discussion that places language learning in an educational context. The paper will include a study that has been carried out on the learning of English as a second language and the means of assessing English language proficiency among a group of first-year university Chinese students. Data were collected through interviews. The study highlights relationships among the espoused aims of the institution, the philosophy of the teaching and the aspiration of students as well as the resultant interactive forces that have given …