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Articles 1 - 8 of 8
Full-Text Articles in Education
Formative Assessments: You Have Options, Shelly Ray Parsons
Formative Assessments: You Have Options, Shelly Ray Parsons
Colorado Mathematics Teacher
Formative assessment provides powerful opportunities to enhance and improve classroom experiences. Educators have the ability to empower students every day in the classroom through active learning opportunities using formative assessment strategies.
Trust And Feedback In A Student Teaching Support System, Kristin M. Rich
Trust And Feedback In A Student Teaching Support System, Kristin M. Rich
International Christian Community of Teacher Educators Journal
In a preservice teacher’s brief time as a student teacher, feedback between the student and his or her cooperating teacher and university supervisor is intended to be formative and allow for adjustments in pedagogy and continued development of a teaching identity. However, trust or lack of trust within this triad can influence any of the member’s response to feedback. Without trust, giving or receiving feedback may break down and hinder the preservice teacher’s progress. By considering three examples of student teaching experiences where the interplay of trust and feedback adversely affected a student teacher’s progress, this essay argues for more …
Taking Into Account Interpersonal Aspects Of Teacher Feedback: Principles Of Responding To Student Writing, Elena Shvidko
Taking Into Account Interpersonal Aspects Of Teacher Feedback: Principles Of Responding To Student Writing, Elena Shvidko
Journal on Empowering Teaching Excellence
Providing feedback on student work is a fundamental aspect of instruction and an important part of the learning process. A considerable amount of literature describes the pedagogical value of different types of feedback—explicit vs. implicit, comprehensive vs. selective, direct vs. indirect, and feedback on content vs. feedback on form—thus treating feedback primarily as an instructional/informational phenomenon. It must be remembered, however, that there is a real person behind each paper; therefore, interpersonal aspects of teacher feedback should not be disregarded. This article discusses five principles of responding to student writing that take into account this interpersonal nature of feedback: providing …
Full Issue: Journal On Empowering Teaching Excellence, Volume 4, Issue 2
Full Issue: Journal On Empowering Teaching Excellence, Volume 4, Issue 2
Journal on Empowering Teaching Excellence
The full Fall 2020 issue (Volume 4, Issue 2) of the Journal on Empowering Teaching Excellence.
Advancing College Students’ Thesis Writing Ability: A Case Study Of An Online Library Instruction Course, Derek Stadler, Dianne Gordon Conyers
Advancing College Students’ Thesis Writing Ability: A Case Study Of An Online Library Instruction Course, Derek Stadler, Dianne Gordon Conyers
Scholarship of Teaching and Learning, Innovative Pedagogy
The following case study adapted a library instruction course to support students’ ability to construct a thesis statement. Given at an urban junior college, the goal of the credit-bearing course is for students to acquire effective research strategies for finding reliable information and to develop information literacy skills. For this study, pedagogy divided thesis writing development over the course of several weeks in which students reviewed sample theses and the work of their peers, providing feedback to fellow students and revising their own work based on feedback from both students and instructors. The class section in this study utilized Blackboard …
Making A Shift In Educator Evaluation, Diane M. Carreiro
Making A Shift In Educator Evaluation, Diane M. Carreiro
Journal of Educational Supervision
The educator evaluation process can be a compliance task as well as an arduous process causing stress and anxiety for educators and their evaluators. The evaluation process in this suburban district is changing. Educators and evaluators are working together to create a new knowledge base and share it amongst their school community and others. Educators are being allowed voice and choice when determining how they will be evaluated and the areas in which they are going to focus their own personal growth. Teachers are becoming school-based experts on the topics that they are learning and researching. This has allowed for …
A Comparative Investigation Of Assessment Practices In Distance And Online Learning Undergraduate Mathematics In Nigeria, Comfort O. Reju, Loyiso C. Jita
A Comparative Investigation Of Assessment Practices In Distance And Online Learning Undergraduate Mathematics In Nigeria, Comfort O. Reju, Loyiso C. Jita
Journal of Educational Research and Practice
We investigate and compare assessment practices in two (dual- and single-mode) institutions in Nigeria. A mixed-methods approach was employed. Descriptive statistics and narration were carried out for the purpose of determining what the assessment practices were and how they may be related to the students learning of undergraduate mathematics in distance and online education. Results show that there are similarities and variations in assessment practices that shaped open and distance learning practices in these universities. This suggests a need for careful review of assessment practices aimed at improving students’ engagement and learning for outstanding undergraduate mathematics learning experiences.
Where Do You Turn? Student-Identified Resources In The Basic Course Experience, Sources Of Information, Feedback, And Help-Seeking Behaviors, Ashley Jones-Bodie, Lindsey B. Anderson, Jennifer Hall
Where Do You Turn? Student-Identified Resources In The Basic Course Experience, Sources Of Information, Feedback, And Help-Seeking Behaviors, Ashley Jones-Bodie, Lindsey B. Anderson, Jennifer Hall
Basic Communication Course Annual
This study explored the formal and informal resources students enrolled in a basic communication course use to gather information and receive feedback about their course experience, including presentations and work in the class. To do so, an online survey was completed by 393 students at three universities. The data were analyzed thematically using an iterative process facilitated through NVivo coding software. This process not only allowed for a descriptive summary of the students’ responses and the creation of a typology of resources, but also revealed four emergent themes related to student motivations to seek out and use sources of information/feedback: …