Education Commons^™

Making Room For Formative Assessment Processes: A Multiple Case Study, Rob Mcentarffer

College of Education and Human Sciences: Dissertations, Theses, and Student Research

This qualitative instrumental multiple case study (Stake, 2005) explored how teachers made room for formative assessment processes in their classrooms, and how thinking about assessment changed during those formative assessment experiences. Data were gathered from six teachers over three months and included teacher interviews, student interviews, participant-observation notes, videos of classroom experiences, and classroom artifacts. These data were analyzed using a category construction method (Merriam, 2009) that involved open coding, axial coding, and finally a cross-case analysis that grouped axial codes according to themes relating to the two research questions. Four case studies describe the process of co-created work with …

Excellent Teaching: A Collective Case Study Of Outstanding Elementary Mathematics Teachers' Teaching Of Mathematics, Michael J. Gay

College of Education and Human Sciences: Dissertations, Theses, and Student Research

This qualitative collective case study explored the mathematical teaching of three excellent elementary teachers who were nominated by experts in mathematics and mathematics educational organizations, agencies and universities. I examined what excellent elementary mathematics teachers know and do in their practice of teaching. The study depicts detailed verbatim interactions between the teachers and students during actual teaching episodes to give the reader naturalistic examples of the explanation patterns and questioning strategies that these excellent teachers used to further students’ understandings of mathematical concepts and procedures. Analyses of the pedagogical strategies, including the interactive exploratory problem solving format these teachers used, …

Nefdc Exchange, Volume 25, Fall 2012, New England Faculty Development Consortium

NEFDC Exchange

Contents

President's message - Tom Thibodeau,

Colleges of Worcester Consortium Offers Certificate in College Teaching - Susan C. Wyckoff, University of Massachusetts, Amherst

Why are you making me do this? Buying into the 20/40 paradigm one step at a time - Kristine Larsen, Central Connecticut State University

Teaching and Learning Collaborative of the Colleges of the Fenway Invites Participation in Programs to Enhance College Teaching and Learning

Defining academic challenge: the first step in keeping students on track - Karen St. Clair and Paul Hackett, Emerson College

Using online virtual worlds to enhance students' engagement and learning in online classes …

A Pilot Study: The Use Of A Survey To Assess The Food Knowledge Of Nutrition Students At Various Levels Of Nutrition Education, Chante Chambers

College of Education and Human Sciences: Dissertations, Theses, and Student Research

A working definition of a concept known as ‘food literacy’ encompasses using basic food preparation knowledge that has been learned, understood, and practiced to make better food decisions. To advance these skills for client service, a post-secondary nutrition program would need to include objectives that allow application of knowledge. For this reason, the purpose of this study was to determine the difference in knowledge and application among students in 100, 200 and 400 level college nutrition course(s). A survey was developed to measure the food knowledge of these college students as they prepare for careers as health care professionals. The …

Perceptions Of Nebraska Teachers Regarding The Transition From Stars To Nesa And Its Perceived Influence On The Implementation Of A Balanced Assessment System, Jamie S. Isom

Department of Educational Administration: Dissertations, Theses, and Student Research

The purpose of this explanatory mixed methods study was to explore the perceptions of Nebraska teachers about their experiences in the transition from STARS to NeSA. The study explored their perceptions of the influence of the transition on implementation of a balanced assessment system. As defined by NDE, a balanced system included NeSA testing, local criterion-referenced assessments, and national norm-referenced testing. The timing of this study was concurrent with the transition from the STARS assessment system to the NeSA assessment system in Nebraska.

Parallel studies of teachers and administrators consisted of administrators and teachers in 166 public school districts within …

Navigating The Gate Keepers: A Mixed Method Study Of Early Career Librarians In The Tenure Process, Judith Wolfe

Department of Agricultural Leadership, Education and Communication: Dissertations, Theses, and Student Scholarship

The “gate keepers” oversee the enforcement of the rules, set by the university, for those seeking tenure. This elite club decides what counts, how it is completed and evaluated, and where to set the equity bar. The pre-tenured librarian expects to be treated with openness and fairness but may be met with bias and secrecy. Without a network or mentoring system many early-career librarians are not reappointed, are denied tenure, and become dropouts in the last year of the tenure process.

This study explores mentoring functions as they relate to joining the “club” within an academic library. This study also …

Series Editors' Foreword: Placing Practitioner Knowledge At The Center Of Teacher Education., Edmund T. Hamann, Rodney Hopson

Department of Teaching, Learning, and Teacher Education: Faculty Publications

The starting point for this book is a new phase—the Carnegie Program for the Education Doctorate (CPED)—of the longstanding dilemma of whether and how to to distinguish advanced graduate education for the Doctorate of Philosophy (PhD) in education from the Doctorate of Education (EdD). EdD graduates should have gained not just in knowledge, but also in capability—to not only know new things, but to be able to do new practices and/or engage previous skills and practices more effectively.

Contextualizing The Path To Academic Success: Culturally And Linguistically Diverse Students Gaining Voice And Agency In Higher Education, Melissa Holmes, Cristina Fanning, Amanda Morales, Pedro Espinoza, Socorro Herrera

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This ethnographic case study documents the experiences of culturally and linguistically diverse (CLD) first-generation immigrant students as they developed their sense of voice and personal agency at a predominantly White, Midwestern university. The study is framed within the larger context of an ongoing, longitudinal study on the BESITOS (Bilingual/Bicultural Education Students Interacting To Obtain Success) model of recruitment and retention (Herrera & Morales, 2005; Herrera, Morales, Holmes, & Terry, 2011-2012), which was developed in 1999 to address the multifaceted assets and needs of Latina/o learners in higher education. The model takes into account literature on CLD student recruitment and retention …