Education Commons^™

Supporting And Retaining Early Career Mathematics Teachers Using An Online Community Of Practice, Paula Jakopovic, Travis Weiland, Maria Campitelli, Lorraine Males, Lisa Amick

Science, Technology, Engineering, and Mathematics (STEM) Education Faculty Publications

This study reports on efforts over several years to design and implement a yearlong intervention intended to support secondary mathematics teachers in their early years of teaching. The intervention is designed to retain early career mathematics teachers in the professions by engaging them in the development of meaningful professional relationships with a school-based mentors, and by creating an online community of practice for support with other professionals. The intervention itself consists of early career teachers and their mentors participating in monthly professional learning activities such as online meetings, videoconferencing panels with experts, and collaborative reading and discussing timely, purposeful, and …

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.

Improvisation As A Teaching Tool For Improving Oral Communication Skills In Premedical And Pre-Biomedical Graduate Students, Marianne Phelps, Catrina White, Lin Xiang, Hollie I. Swanson

Theatre and Dance Faculty Publications

Objective:

To evaluate the relationship between training in theatre improvisation and empathy, communication, and other professional skills.

Methods:

Undergraduate and graduate students who were participants of a 10-week summer undergraduate research program engaged in theatre improvisation techniques during a 3-hour workshop. In Study #1, a de-identified, self-report questionnaire (known as the Empathy Quotient) was administered prior to and following the workshop. Paired sample 2-tailed t-tests were performed to evaluate pre- and post-test scores. To identify additional benefits of engaging in theatre improvisation techniques, Study #2 was performed. Here, a survey was administered to the participants following their completion of …

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

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

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.