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Teacher Education and Professional Development
Educational, School, and Counseling Psychology Faculty Publications
- Keyword
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- Assessment (3)
- Professional learning (3)
- Evaluation (2)
- Grading (2)
- Learning (2)
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- Professional development (2)
- Reporting (2)
- Student learning (2)
- Teachers (2)
- Attitudes (1)
- Collaboration (1)
- Common core (1)
- Curriculum planning (1)
- Education (1)
- Education Reform (1)
- Education reform (1)
- Educational outcomes (1)
- Educators (1)
- Evidence-based practices (1)
- Feedback (1)
- Instruction (1)
- Learning outcomes (1)
- Planning (1)
- Professional Learning (1)
- Professional education (1)
- Staff Development (1)
- Student (1)
- Student outcomes (1)
- Students (1)
- Teacher (1)
Articles 1 - 11 of 11
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.
Professional Learning With Staying Power, Thomas R. Guskey
Professional Learning With Staying Power, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
Six steps to evidence-based professional learning that makes a difference.
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.
Where Do You Want To Get To? Effective Professional Learning Begins With A Clear Destination In Mind, Thomas R. Guskey
Where Do You Want To Get To? Effective Professional Learning Begins With A Clear Destination In Mind, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
Educators often shy away from evaluating professional learning experiences because they believe the process requires knowledge and skills they don’t possess. In truth, evaluation is a relatively simple process that begins by answering three essential questions.
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.
Planning Professional Learning, Thomas R. Guskey
Planning Professional Learning, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
With backward planning, schools can ensure that they choose professional development activities aligned with their most important goals.
A Collaborative Professional Development Approach To Improving Student Outcomes, Jillian Starman, Ann Larson, Eve Proffitt, Thomas R. Guskey, Xin Ma
A Collaborative Professional Development Approach To Improving Student Outcomes, Jillian Starman, Ann Larson, Eve Proffitt, Thomas R. Guskey, Xin Ma
Educational, School, and Counseling Psychology Faculty Publications
The purpose of this article is to analyze the strategy used to develop a collaborative professional development process that focused on the implementation of the common core state standards. In addition, the author will report findings, and discuss the effectiveness of the initiative for postsecondary faculty. Faculty can verify that not every student comes to a two or four year college program prepared to succeed in credit bearing coursework. To facilitate improvement of student success, states across the country collaborated with teachers, researchers and leading experts to design and develop the common core state standards. The standards were developed to …
What You Assess May Not Be What You Get, Thomas R. Guskey
What You Assess May Not Be What You Get, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
Performance-based assessments may not bring significant change in instructional practice unless teachers are provided requisite time and training.
What To Consider When Evaluating Staff Development, Thomas R. Guskey, Dennis Sparks
What To Consider When Evaluating Staff Development, Thomas R. Guskey, Dennis Sparks
Educational, School, and Counseling Psychology Faculty Publications
District leaders must look deeper than students' achievement scores and use a multifacted approach to assess the quality of their staff development efforts.
Staff Development And Teacher Change, Thomas R. Guskey
Staff Development And Teacher Change, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
The most significant changes in teacher attitudes and beliefs come after they begin using a new practice successfully and see changes in student learning.