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Teachers’ And Administrators’ Use Of Evidence Of Student Learning To Take Action: Conclusions Drawn From A Special Issue On Formative Assessment, Heidi Andrade, M. Christina Schneider
Teachers’ And Administrators’ Use Of Evidence Of Student Learning To Take Action: Conclusions Drawn From A Special Issue On Formative Assessment, Heidi Andrade, M. Christina Schneider
Educational Theory and Practice Faculty Scholarship
A teacher who collects and analyzes diverse types of evidence of a student’s learning and uses that information to either adjust instruction or provide feedback to the student is using formative classroom assessment (Brookhart, Moss, & Long, 2008). A central feature of formative assessment is a clear link between the results of an assessment and subsequent actions that lead to gains in student learning (Nichols, Meyers, & Burling, 2009; Wiliam, 2010). The impact of formative assessment is greatly diminished if teachers are not able to use evidence of student learning to determine next instructional steps and help students move their …
Toward Fostering Environmental Political Participation: Framing An Agenda For Environmental Education Research, Brett L. M. Levy, Michaela T. Zint
Toward Fostering Environmental Political Participation: Framing An Agenda For Environmental Education Research, Brett L. M. Levy, Michaela T. Zint
Educational Theory and Practice Faculty Scholarship
Scholars of environmental education (EE) and education for sustainable development (ESD) have been among the environmental leaders calling for individuals to become increasingly engaged in political action aimed at addressing environmental and sustainability issues. Few, however, have studied how educational experiences might foster greater environmental political engagement. Fortunately, there is a rich body of research in political science, psychology, and education that provides insights that EE and ESD scholars and educators can build on. Studies in these domains suggest, for example, that political efficacy (the belief that individuals’ actions can influence political processes) and political interest (individuals’ willingness to pay …
Examining Studies Of Inquiry-Based Learning In Three Fields Of Education: Sparking Generative Conversation, Brett L. M. Levy, Ebony Elizabeth Thomas, Kathryn Drago, Lesely A. Rex
Examining Studies Of Inquiry-Based Learning In Three Fields Of Education: Sparking Generative Conversation, Brett L. M. Levy, Ebony Elizabeth Thomas, Kathryn Drago, Lesely A. Rex
Educational Theory and Practice Faculty Scholarship
Many educational researchers across the United States have found that inquiry-based learning (IBL) supports the development of deep, meaningful content knowledge. However, integrating inquiry-based learning into classroom practice has been challenging, in part because of contrasting conceptualizations and practices across educational fields. In this paper, we (1) describe differing conceptions of IBL, (2) summarize our own studies of IBL in three fields of education, (3) compare and contrast the processes and purposes of IBL in our studies and fields, and (4) suggest numerous opportunities for cross-disciplinary collaborations on IBL curriculum, teaching, and research that could bolster its inclusion in K-12 …