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Full-Text Articles in Education

The Impact Of Creating A Positive Culture For Feedback Within The Secondary Career & Technical Education Classroom, Jennifer Denault, Kristine Hintz, Kelsey Thielges Dec 2017

The Impact Of Creating A Positive Culture For Feedback Within The Secondary Career & Technical Education Classroom, Jennifer Denault, Kristine Hintz, Kelsey Thielges

Masters of Arts in Education Action Research Papers

Feedback is one of the most influential factors on student learning. It is paramount for educators to spend considerable focus on feedback as instructional time, and learning activities are abundant with opportunities for providing feedback to students (Havnes, Smith, Dysthe, & Ludvigsen, 2012). The purpose of this research study was to ascertain what effect providing a culture of feedback has on student learning in the secondary Career and Technical Education (CTE) classroom, which differ from core classes in their delivery methods, content and overall outcomes. The goal was to utilize feedback with students in a way that promotes a culture …


Self-Reflections On Differentiation: Understanding How We Teach In Higher Education, Nykela Jackson, Lesley Evans Jul 2017

Self-Reflections On Differentiation: Understanding How We Teach In Higher Education, Nykela Jackson, Lesley Evans

Networks: An Online Journal for Teacher Research

Teachers are called to accommodate the individualized learning needs of a wide range of students. To support prospective and current teachers with this challenge, it is imperative to help them not only understand the theory of differentiated instruction, but how to implement it into practice. Building upon past research in the realm of higher education, this study sought to identify the past teaching experiences and expectations of two former K-12 teachers that formed the philosophy and practices that they bring to teacher preparation courses. Framed by interview questions used in past research with faculty, the two researchers self-reflected on their …


Encouraging Active Participation In Dialogic Feedback Through Assessment As Learning, Claire Louise Rodway Jan 2017

Encouraging Active Participation In Dialogic Feedback Through Assessment As Learning, Claire Louise Rodway

Journal of Response to Writing

Sustainable feedback practices, that can encourage self-regulation of performance and improvement in future work beyond an immediate task, require our students to be active participants in, and users of, the feedback we provide. Critical to this participation are the internal feedback mechanisms of reflection and self-assessment. They require students to make evaluations about their own writing without the aid of external agents, which in turn can encourage better use of teacher feedback. Moreover, dialogic collaborative feedback that encourages this type of self-evaluation through interactive cover sheets has been featured in existing practitioner research studies. This teaching article presents an extension …


Ready To Lead? An Examination Of The Alignment Of California Preservice School Leaders’ Fieldwork Experiences With State Leadership Standards, Sandie Stringfellow Jan 2017

Ready To Lead? An Examination Of The Alignment Of California Preservice School Leaders’ Fieldwork Experiences With State Leadership Standards, Sandie Stringfellow

Doctoral Dissertations

This study explored how three preservice school leaders (PSLs) in California spent their time during their fieldwork for their school-leader-preparation programs and if they were gaining experience in all of the California Professional Standards for Education Leaders (CPSEL). Specifically, my dissertation examined the use of a daily log (Project Reflect), a custom-built web-based application that is designed to serve as an easy-to-use measure of preservice-school-leader practice. The application was accessed from Internet-connected devices and logged time spent in practical situations in each of the CPSEL. This exploratory case study was conducted with three preservice school leaders in the San Francisco …


Adolescents' Self-Described Transformations And Their Alignment With Transformative Learning Theory, Katie Titus Larson Jan 2017

Adolescents' Self-Described Transformations And Their Alignment With Transformative Learning Theory, Katie Titus Larson

Antioch University Full-Text Dissertations & Theses

This phenomenological, collaborative inquiry explored the depth of two adolescent girls’ lived experiences during their high school years and the degree to which their self-described transformative incidents aligned with transformative learning theory.Traditionally this theory has been reserved for adults, yet the current paradigm may have overlooked the capabilities of modern adolescents to not only experience, but to describe and interpret transformative learning in ways both similar to and unique from adults.My two 19-year-old co-researchers and I examined four years of their self-identified transformative incidents by breaking them into components, analyzing the language within, and seeking evidence of critical self-reflection throughout; …