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Full-Text Articles in Education
Identity, Access, And Equity: An Exploratory Mixed-Methods Study Of Mathematics Identity And Socialization In Pre-Service Teachers, Ashley Renaire Davis
Identity, Access, And Equity: An Exploratory Mixed-Methods Study Of Mathematics Identity And Socialization In Pre-Service Teachers, Ashley Renaire Davis
Dissertations, Theses, and Capstone Projects
Teaching practices in early childhood through post-secondary learning settings continue to reproduce inequities in mathematics education despite recognition of math’s utility and its necessity for competitiveness in the global economy. For reform efforts to be successful, teachers must change the way mathematics is presented in classrooms where students often experience differences in exposure to mathematics content and time spent covering particular mathematics topics. Therefore, teachers represent a critical component in the cycle of reproduction of unequal access to mathematics. This mixed-methods study examined the processes of mathematics identity formation and mathematics socialization in a diverse sample of pre-service elementary and …
Ungrading The Writing Process: Crafting An Educational Philosophy Statement, Delia Hernandez
Ungrading The Writing Process: Crafting An Educational Philosophy Statement, Delia Hernandez
Open Educational Resources
This project provides a framework and process for guiding preservice teachers in the creation of their educational philosophy statements that is guided by the principles of the writing across the curriculum program and ungrading movement in education.
Formative Assessment Through Written Feedback: Examining Elementary School Teachers' Written Feedback Beliefs And Practices, And The Effect Of Models On Written Feedback, Caterina Almendral
Formative Assessment Through Written Feedback: Examining Elementary School Teachers' Written Feedback Beliefs And Practices, And The Effect Of Models On Written Feedback, Caterina Almendral
Dissertations, Theses, and Capstone Projects
The current study explored three main aspects relating to the use of written feedback as a formative assessment tool: the types (form or content) of written feedback provided by elementary school teachers and the levels (task, process-Self-Regulation) at which those types of feedback are provided; whether elementary school teacher beliefs about written feedback principles and their own written feedback practice correspond to the actual written feedback they provide; and whether exposure to a model of written feedback influences teacher written feedback practice.
Data were collected from 188 elementary school teachers spirally assigned to five groups (four treatment, one control). Treatment …