University of Central Florida
Missouri State University
University of Nebraska--Lincoln
Wright State University
Blair Community Schools
Utah State University
Edith Cowan University
Teacher Candidate Self-Efficacy And Ability To Teach Literacy: A Comparison Of Residency And Traditional Teacher Preparation Models,
2023
State University of New York at Oswego
Teacher Candidate Self-Efficacy And Ability To Teach Literacy: A Comparison Of Residency And Traditional Teacher Preparation Models, Doreen L. Mazzye, Michelle A. Duffy, Richard L. Lamb
Journal of Global Education and Research
This comparative study explored self-efficacy and ability for scientifically-based literacy instruction between a traditional and residency model of teacher preparation. Pre-/post-survey data was collected using the Teachers’ Sense of Efficacy for Literacy Scale. Mentor teachers completed a modified version of the survey on candidates’ abilities. Data were analyzed using paired sample t-tests, independent sample t-tests, and a trend analysis. Results revealed that candidates in the Residency Model held higher levels of self-efficacy for literacy instruction than in the Traditional Model. Mentor teachers rated candidates in the Residency Model as more able to teach literacy than those in ...
Math & Construction: Curriculum, Community, & Career Connections,
2023
Illinois Mathematics and Science Academy
Math & Construction: Curriculum, Community, & Career Connections, Kelly W. Remijan
Publications & Research
No abstract provided.
Approaching Trans Healthcare Competency: The Implementation Of Trans Health Education For Medical Providers In Appalachia,
2023
East Tennessee State University
Approaching Trans Healthcare Competency: The Implementation Of Trans Health Education For Medical Providers In Appalachia, Rebecca Altschuler
Electronic Theses and Dissertations
Barriers to competent and safe healthcare disproportionately impact people who are marginalized because of their race, ethnicity, gender, or socioeconomic status. It is well documented that transgender patients in particular experience barriers to both accessing care and receiving high quality, non-discriminatory care (Hatzenbuehler & Pachankis, 2016; James et al., 2016; Rahman et al., 2019; Safer et al., 2016). This lack of access to culturally competent healthcare services contributes to health disparities that disproportionately impact the trans community. Literature on barriers to competent care for trans patients indicates that providers experience discomfort related to their ability to provide competent care (Safer et al., 2016 ...
How Well Do Students Perform On A Five-Paragraph Analysis Essay When Writing Digitally Versus Handwritten?,
2022
Minnesota State University Moorhead
How Well Do Students Perform On A Five-Paragraph Analysis Essay When Writing Digitally Versus Handwritten?, Brittany Coryell
Dissertations, Theses, and Projects
Technology use in the secondary education setting has been increasing since the early 2000s, but with the coronavirus pandemic in 2020, when students learned remotely, technology use exponentially increased. Many districts provided devices for their students to continue their schoolwork. As we return to the classroom, should assignments remain technology-based or return to handwritten assignments? In this study, the researcher focused on identifying whether handwritten work or typing is more effective when developing a five-paragraph analysis essay in a ninth-grade classroom. Students were given the same curriculum throughout the study, but one group was given the curriculum through worksheets to ...
Encountering American Higher Education: First-Year Academic Transition Of International Undergraduate Students In The United States,
2022
University of Southern Mississippi
Encountering American Higher Education: First-Year Academic Transition Of International Undergraduate Students In The United States, Masha Krsmanovic
Journal of Global Education and Research
This study explored how international undergraduate students perceive their academic transition into American higher education. Schlossberg’s (1984) 4S Transition Theory served as the framework for exploring what academic challenges, if any, international students experience during their first year of undergraduate studies in a new cultural and educational setting. The findings revealed that students’ academic transition into the U.S. higher education was characterized by difficulties in understanding the academic system of their new environment; overcoming educational, instructional and pedagogical differences; building social relationships with domestic students; and receiving the support necessary from the appropriate institutional services.
Global Learning: Definition, Assessment, And Approaches,
2022
Stockton University
Global Learning: Definition, Assessment, And Approaches, Jiangyuan Zhou
Journal of Global Education and Research
Global learning has become a fundamental aspect of international education. Yet, a clear understanding of global learning and how to develop it remain unclear. Using the dynamic systems approach, this paper analyzed the reasons, methods, and knowledge, skills, and attitudes(KSA) of global learning in higher education. Global learning is the higher education institutions’ critical response to globalization. It is the essential learning outcome of comprehensive internationalization of curriculum requiring students to develop KSA about the external world and their internal selves in their daily lives across local and global communities. With survey results from 142 undergraduate students in one ...
Curriculum By Design: Innovation And The Liberal Arts Core [Appendix],
2022
Fordham University
Curriculum By Design: Innovation And The Liberal Arts Core [Appendix], Mary Crane, David Quigley, Andy Boynton
Education
No abstract provided.
The ‘Ezel Project’ Inquiry: Mesotransformative Praxis To Decenter Whiteness In Racialized Organizations And Schools,
2022
CUNY Hunter College
The ‘Ezel Project’ Inquiry: Mesotransformative Praxis To Decenter Whiteness In Racialized Organizations And Schools, Justin Gerald
Theses and Dissertations
In this study, a Black scholar in the midst of understanding his neurodivergence and his identity as someone who has been dis/abled reacts to the prodding of white peers by creating a course on decentering whiteness. The scholar then interviews ten of the participants in said class to understand how they came to select such a course and what they might have accomplished in attempting to challenge the structure of whiteness in their institutions. Drawing on Critical Race Theory, Critical Whiteness Studies, Dis/Crit, and in particular the work of Victor Ray, this work seeks to examine the narratives ...
Twilight Session: Teachers’ Assessment Literacy And Design Competence Framework,
2022
Australian Council for Educational Research (ACER)
Twilight Session: Teachers’ Assessment Literacy And Design Competence Framework, Sladana Krstic, Sarah Manlove, Sarah Richardson
2021-2030 ACER Research Conferences
Teachers play a central role in facilitating learning and empowering learners (Pastore & Andrade, 2019). They must possess a high level of assessment literacy to properly fulfil their role of implementing teaching and facilitating students’ learning (Hattie, 2009). Without it, the quality of educational provision can be impacted (Looney et al., 2018). The expectations placed on teachers in relation to their assessment knowledge and skills tend to focus on their ability to design and implement assessment with students, and to use assessment data to inform teaching practices (Brookhart, 2011). Much of the emphasis in the literature is on the mechanical processes involved in assessment, and on what is required by individual teachers (DeLuca & Bellara, 2013). Our holistic approach conceptualises assessment literacy as relating to teachers’ assessment competence, sound practices, socio-cultural understandings, and how these are embedded within the educational context (DeLuca et al., 2019). The focus is on the body of teachers within a school; many practicing teachers are at a novice stage in their professional practice (Xu, 2017) and teaching needs to be supported by school structures for optimal student learning (Crichton & McDaid, 2016)
Assessing Reading: How Assessment Can Be Used To Target Teaching And Enhance Understanding Of Reading Comprehension,
2022
Australian Council for Educational Research (ACER)
Assessing Reading: How Assessment Can Be Used To Target Teaching And Enhance Understanding Of Reading Comprehension, Sandra Knowles
2021-2030 ACER Research Conferences
The skills demonstrated by a proficient reader are not easy to untangle. Current research acknowledges that reading comprehension is a highly complex area of ability, one that needs to be understood as the coordination of several integrated processes. Using example test questions and data, this presentation explores how assessment can help us make sense of reading comprehension in a way that curricula and commonly used teaching strategies cannot. Assessment is evidence that informs us about the skills involved in the reading process, how they relate to each other, and how they develop in complexity. When assessment is understood in this ...
Assessment Moderation: Is It Fit For Purpose?,
2022
Australian Catholic University
Assessment Moderation: Is It Fit For Purpose?, Lenore Adie
2021-2030 ACER Research Conferences
This presentation outlines the different practices and purposes of assessment moderation and analyses the benefits and issues of these. Two projects are presented; each seeks to improve teacher judgement. Both attempt to redefine what we mean by moderation and how moderation can be conducted to reach diverse and dispersed groups. The first draws on a current Australian Research Council project that is exploring the development of scaled exemplars, the use of commentaries of judgement decisions, and the use of digital platforms to support teachers grading student work. The second draws on the work of the Graduate Teacher Performance Assessment (GTPA ...
Twilight Session: Sharing And Securing Learners' Performance Standards Across Schools,
2022
University of London
Twilight Session: Sharing And Securing Learners' Performance Standards Across Schools, Richard Kimbell
2021-2030 ACER Research Conferences
Assessing learners’ performance makes very different demands upon teachers depending on the purpose and the context of the assessment. But common to all assessment is some sense of what ‘quality’ looks like. Most often teachers engage in formative assessments in the classroom, and the familiar standards of the classroom are adequate for this purpose. However if teachers are to undertake external, nationally regulated assessment then some sense of a national standard of quality is required. But there are very limited mechanisms by which teachers can acquire this understanding, so they use their best judgement, and standards vary from school to ...
An Innovative Method For Teachers To Formatively Assess Writing Online,
2022
Brightpath
An Innovative Method For Teachers To Formatively Assess Writing Online, Dr Sandy Heldsinger, Stephen Humphry
2021-2030 ACER Research Conferences
Assessment is an integral component of effective teaching and a teacher’s professional judgement influences all routine aspects of their work. In the last 20 years, there has been considerable work internationally to support teachers in using assessment to improve student learning. However, there is a pressing issue that impedes teacher professional judgement being exploited to its full potential. The issue relates to teacher assessments in the context of extended performances such as essays and arises from the complexity of obtaining reliable or consistent teacher assessments of students’ work. Literature published in the United States, England and Australia details evidence ...
Using Pat Data To Inform Teaching And Learning,
2022
Australian Council for Educational Research (ACER)
Using Pat Data To Inform Teaching And Learning, Marc Kralj, Rachel Felgate, Shani Sniedze-Gregory, Caithlin Power, Grant Barclay, Darren Leech
2021-2030 ACER Research Conferences
ACER works with thousands of Australian schools to set up Progressive Achievement Test (PAT) functionality, assign and administer tests, and to assist teachers to understand and interrogate the resulting test data and act upon findings. This session provides participants with an opportunity to hear about a school’s journey, and discuss this with the ACER team and our PAT school guest. ACER researchers have evaluated and documented assessment implementation and professional development opportunities, observing this school’s ability to track student and educator progress over time, which is a critical element in ACER’s Progressive Achievement approach. ACER’s educational ...
Reimagining Classroom Assessment And Feedback To Meet Learner Needs,
2022
Australian Council for Educational Research (ACER)
Reimagining Classroom Assessment And Feedback To Meet Learner Needs, Fabienne Van Der Kleij
2021-2030 ACER Research Conferences
The power of classroom assessment and feedback to improve student learning outcomes has long been recognised. Yet, decades of research have yielded disappointing and often conflicting outcomes. This presentation challenges traditional conceptions of classroom assessment and feedback as teacher-driven practices. To meet learner needs better, it proposes a student-centred perspective in which students are active and have agency. By drawing on an extensive study of feedback reviews, this presentation illustrates how conceptualisations of feedback have changed over recent decades. This paper provides key insights into how classroom assessment and feedback practices can be changed in ways that are sustainable, afford ...
Acer Models Of Writing: Changing The Assessment Mindset,
2022
Australian Council for Educational Research (ACER)
Acer Models Of Writing: Changing The Assessment Mindset, Juliette Mendelovits, Judy Nixon
2021-2030 ACER Research Conferences
This presentation outlines different models of writing assessment that have a proven track record in various programs delivered by ACER. These models include holistic scoring, and partial analytical scoring on a number of criteria. The writing prompts for these models assume extended pieces of writing. The presentation will also introduce a new and alternative model of writing assessment that ACER has implemented in several large-scale assessments. This model is built on shorter pieces of writing from each student, designed to give more accurate and diverse insights into students’ proficiency in writing in a range of text types, within the constraints ...
Keynote: Reimagining The Purpose Of Assessment,
2022
Australian Council for Educational Research (ACER)
Keynote: Reimagining The Purpose Of Assessment, Geoff N. Masters
2021-2030 ACER Research Conferences
Assessment is commonly understood as the process of judging how well students have learnt what they have been taught. It comes at the end of a sequence that begins with a curriculum or course syllabus. Teachers are expected to deliver this body of specified content, students are expected to learn it, and assessment is the process of judging and grading students on how well they have learnt what teachers have taught. This is a common view of assessment among students, parents and many teachers. I will argue in this presentation that this traditional understanding of what it means to learn ...
Research Conference 2022: Reimagining Assessment: Proceedings And Program,
2022
Australian Council for Educational Research (ACER)
Research Conference 2022: Reimagining Assessment: Proceedings And Program, Kylie Burns (Ed.)
2021-2030 ACER Research Conferences
The focus of this year’s Research Conference is on the use of assessment to support improved teaching and learning. The conference is titled ‘reimagining assessment’ because we believe there is a need to transform the essential purposes of educational assessment to provide better information about the deep conceptual learning, skills, competencies, and personal attributes that teachers and schools now have as objectives for student learning and development. Reimagined assessments must now be focused on monitoring learning across this broader range of intended outcomes and provide quality information about the points individuals have reached in their long-term development.
Black History In The Early Childhood And Elementary Classrooms: Teacher Beliefs And Practices,
2022
Bridgewater State University
Black History In The Early Childhood And Elementary Classrooms: Teacher Beliefs And Practices, Shannon Mccormack
Honors Program Theses and Projects
Educators across the United States have struggled with meaningfully yet appropriately addressing race within History and Social Studies lessons at the Early Childhood and Elementary level. Previous research has revealed the importance of these conversations and the benefits that learning accurate history has for students of all racial backgrounds. The literature has also revealed the discomfort and apprehensiveness that educators may feel while confronting and teaching about our nation’s complex and often grim history. The purpose of this research was to analyze teachers’ beliefs and comfortability regarding addressing race in the classroom and how that translates to their teaching ...
The Effects Of Computer-Assisted Instruction On Student Learning Of Fractions In Middle School Mathematics,
2022
Liberty University
The Effects Of Computer-Assisted Instruction On Student Learning Of Fractions In Middle School Mathematics, Rebecca Love Palculict
Doctoral Dissertations and Projects
In today’s increasingly technologically-driven classroom, exploring whether computer-assisted instruction ensures students gain critical mathematic skills is an important area of study. The purpose of this study was to explore the effect of computer-assisted instruction in learning manipulation of fractions. This study used archival data collected in August 2021 (pre-test) and January 2022 (post-test). Sixty-nine fifth-grade students in a middle school in rural Mississippi were participants in the study. This quantitative quasi-experimental pre-test/post-test control group design analyzed data from the i-Ready diagnostic using an Analysis of Covariance. Results indicated a significant difference between the post-test scores of students who ...
