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Full-Text Articles in Education
A Qualitative Inquiry Into One Teacher’S Metacognitive Processes As They Influence Reading Instruction, Jennifer Antoniotti-Neal
A Qualitative Inquiry Into One Teacher’S Metacognitive Processes As They Influence Reading Instruction, Jennifer Antoniotti-Neal
Dissertations
Despite over 40 years of research on the importance of metacognitive strategy instruction for increased student reading achievement, minimal research has been conducted to explore teacher’s explicit awareness of their metacognition and their ability to think about, talk about, and write about their thinking (Block & Pressley, 2002). Therefore, this qualitative case study investigates one teacher’s understanding of metacognitive awareness and missed opportunities for metacognitive comprehension strategy instruction in a reading classroom. One fourth-grade reading teacher from a proficient rural elementary school participated in this study. The data analysis results suggest that the participant’s metacognitive knowledge was limited and comprehension …
Locally Developed Performance Assessments: One State’S Decision To Supplant Standardized Tests With Alternative Measures, Amy Lynn Abbott
Locally Developed Performance Assessments: One State’S Decision To Supplant Standardized Tests With Alternative Measures, Amy Lynn Abbott
Journal of Organizational & Educational Leadership
In 2014, the Virginia legislature removed select standardized tests from elementary and middle school grades in social studies, science, and writing. In this case study, the author investigates the experiences of key stakeholders in one large school district as they adopt alternative assessment in lieu of multiple-choice, standardized assessments. The specific aim of the study was to develop a descriptive account of one large Virginia school district’s plan for implementation of locally developed, performance-based assessments. Findings on this contemporary topic document the collaboration among district stakeholders to enact alternative assessments that assess students’ content knowledge and higher-order thinking skills. Outcomes …