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Articles 1 - 8 of 8
Full-Text Articles in Education
Undoing The Traditions Of Grading And Reporting, Thomas R. Guskey
Undoing The Traditions Of Grading And Reporting, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
One silver lining from the ongoing public health crisis might be the lasting impact of two modified approaches to grading and reporting of the past year.
The Past And Future Of Teacher Efficacy, Thomas R. Guskey
The Past And Future Of Teacher Efficacy, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
Knowing how the concept of teacher efficacy has evolved in education research shows us good ways to raise teachers' confidence now.
Learning From Failures: Lessons From Unsuccessful Grading Reform Initiatives, Thomas R. Guskey
Learning From Failures: Lessons From Unsuccessful Grading Reform Initiatives, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
This article describes accounts of grading reform initiatives that while well-intentioned, met with staunch opposition and eventually were abandoned. The implementation strategies employed by the leaders of these reform initiative are explored, along with reasons these strategies failed to result in meaningful and enduring change. Alternative grading reform strategies with supporting evidence are offered, justification for their use explained, and new directions for grading reform initiatives recommended.
Education Through Time: Representations Of U.S. Education On Time Magazine Covers, Dani Kachorsky, Stephanie F. Reid, Kathryn Chapman
Education Through Time: Representations Of U.S. Education On Time Magazine Covers, Dani Kachorsky, Stephanie F. Reid, Kathryn Chapman
Educational Leadership Studies Faculty Publications
This study examined how TIME Magazine has visually represented and communicated ideas about education from TIME Magazine’s inception in 1923 through 2019. Drawing on theories of visual culture and social semiotic approaches to multimodality, the researchers conducted a qualitative multimodal content analysis of 115 covers that featured content related to education and schooling. The findings included (a) names and places are used to suggest authority, power, or relevance in education circles; (b) learning and schooling are presented as having not changed over time; (c) overgeneralized and metonymic representations can stand for broad categories of education stakeholders; (d) schools are presented …
Job Attainment And Perceived Role Differences Of Cyberschool Leaders, Jayson W. Richardson, Dennis Beck, Jason Lafrance, Scott Mcleod
Job Attainment And Perceived Role Differences Of Cyberschool Leaders, Jayson W. Richardson, Dennis Beck, Jason Lafrance, Scott Mcleod
Educational Leadership Studies Faculty Publications
As cyberschooling options expand, it is vital that we understand the nuances of these particular learning opportunities. Because little research exists on leaders of K-12 cyberschools, this exploratory case study had two purposes. We first examined how 18 cyberschool leaders in the United States obtained their position. Second, we explored the perceptions of cyberschool leaders regarding the differences between their job and that of a traditional brick-and-mortar school leader. We found that cyberschool leaders tend to be predominantly new, technology savvy administrators who have some background in online learning. Main differences between cyberschool leadership and brick-and-mortar school leadership included interactions …
Guage Impact With Five Levels Of Data, Thomas R. Guskey
Guage Impact With Five Levels Of Data, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
Effective professional learning evaluation requires consideration of five critical stages or levels of information (Guskey, 2000a, 2002a, 2005). These five levels represent an adaptation of an evaluation model developed by Kirkpatrick (1959, 1998) for judging the value of supervisory training programs in business and industry. The five levels in this model are hierarchically arranged, from simple to more complex. With each succeeding level, the process of gathering evaluation data requires more time and resources. And because each level builds on those that come before, success at one level is usually necessary for success at higher levels.
The Road To Classroom Change, Thomas R. Guskey, Kent D. Peterson
The Road To Classroom Change, Thomas R. Guskey, Kent D. Peterson
Educational, School, and Counseling Psychology Faculty Publications
Before school-based decision making can change teaching and learning for the better, we must make some changes in the reform itself.
Integrating Innovations, Thomas R. Guskey
Integrating Innovations, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
Proponents of new ideas promote their favorites without seeing connections to other strategies--it's up to school leaders to discover how to integrate a collection of models within their improvement programs.