Education Commons^™

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

Assessing Students With Disabilities: The Individuals With Disabilities Act Meets No Child Left Behind, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

The Individuals with Disabilities Education Act (IDEA) (P.L. 94-142 [20 U.S.C., §1400 et seq.), authorized by Congress in 1975 and reauthorized in 1997 and 2004, guarantees all children with disabilities the right to a free appropriate public education and guarantees procedural safeguards to assure protection of the rights of these children and their parents. The No Child Left Behind Act (NCLB) (PL-107-110 [20 U.S.C. §6301, et seq.], 2001) requires, among other things, that schools be accountable for education results through annual standardized testing and through additional standards that determine a school’s adequate yearly progress (AYP). The 2004 reauthorization of IDEA …

Assessing Student Learning In The Cecp Training Programs, Kelly Mcdonnell

Assessment Grants

Presentation on assessing student learning in the Counselor Education and Counseling Psychology training programs.

Assessment System Development, Patrick Benton

Assessment Grants

No abstract provided.

Assessment Of Library Instruction On Undergraduate Learning Outcomes, Maira Bundza, Barbara J. Cockrell

Assessment Grants

No abstract provided.

Mis Startup For The Sociology Departmental Assessment Plan, Susan L. Caulfield

Assessment Grants

No abstract provided.

Using Portfolios As Evidence Of Candidate Growth & Program Impact, Cynthia Carver, Paul Vellom, Katharine Cummings

Assessment Grants

Presentation on the use of portfolios for assessment in the Department of Teaching, Learning & Leadership.

What Do Freshmen Really Know About Research? Assess Before You Teach, Jean Caspers, Steven Mark Bernhisel

Faculty & Staff Publications

The article describes an effort to assess the information literacy skills of entering first-year college students. An instrument was developed and information was gathered on students' experience and comfort in conducting library research as well as their perceived competence with specific information literacy skills. In addition, students completed a skills test to assess specific knowledge and skills relating to information literacy. Entering first-year students generally self-reported their skills to be less than "excellent." This finding was supported by the results of the skills test. Strengths and weaknesses in information literacy skills are reported, as well as implications for librarians who …

Supervisor Perceptions Of The Quality Of Troops To Teachers Program Completers And Program Completer Perceptions Of Their Preparation To Teach: A National Survey, William A. Owings, Leslie S. Kaplan, John Nunnery, Robert Marzano, Steven Myran, David Blackburn

Educational Foundations & Leadership Faculty Publications

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During winter/spring, 2005, 2,103 Troops to Teachers (T3) program completers and their school administrators from 49 states and the District of Columbia were surveyed to determine whether T3s were more effective in the classroom than traditionally prepared teachers who had comparable years of teaching experience. Respondents also returned information about their schools’ demographics, views about their teacher certification preparation program, and information about themselves, their teaching behaviors, and future plans. Sixty-one percent of the respondents returned completed surveys.