Open Access. Powered by Scholars. Published by Universities.®
Educational Assessment, Evaluation, and Research Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Curriculum and Instruction (188)
- Educational Methods (167)
- Higher Education (132)
- Educational Leadership (60)
- Educational Administration and Supervision (56)
-
- Social and Philosophical Foundations of Education (52)
- Curriculum and Social Inquiry (48)
- Teacher Education and Professional Development (23)
- Educational Psychology (13)
- Social and Behavioral Sciences (11)
- Elementary Education and Teaching (10)
- Secondary Education and Teaching (10)
- Special Education and Teaching (10)
- Elementary Education (8)
- Elementary and Middle and Secondary Education Administration (8)
- Higher Education Administration (8)
- Science and Mathematics Education (8)
- Disability and Equity in Education (7)
- Junior High, Intermediate, Middle School Education and Teaching (7)
- Early Childhood Education (6)
- Scholarship of Teaching and Learning (6)
- Adult and Continuing Education (5)
- Arts and Humanities (5)
- Online and Distance Education (5)
- Other Education (5)
- Other Teacher Education and Professional Development (5)
- Educational Technology (4)
- Information Literacy (4)
- Keyword
-
- Teaching Academy (68)
- Spring 2015 (66)
- ETD (31)
- Week two (10)
- Introduction (8)
-
- Week one (8)
- Week six (8)
- Reading guide (7)
- Week 8 (7)
- Week four (7)
- Week three (7)
- . (6)
- Education (6)
- Technology (6)
- Week five (6)
- Georgia (5)
- Students (5)
- Case study (4)
- Collaboration (4)
- Higher Education (4)
- Motivation (4)
- Reading Guide (4)
- Reflection (4)
- Research (4)
- Scholarship of Teaching and Learning (4)
- SoTL (4)
- Teaching (4)
- Week 7 (4)
- Academic performance (3)
- Community (3)
- Publication Year
- Publication
-
- Teaching Academy (68)
- SoTL Commons Conference (46)
- College of Graduate Studies: Theses & Dissertations (32)
- National Youth Advocacy & Resilience Conference (28)
- Curriculum, Foundations & Reading: Faculty Publications (26)
-
- Leadership, Technology & Human Development: Faculty Publications (19)
- College of Graduate Studies: Theses & Dissertations (1964–2006) (16)
- Georgia Educational Researcher (14)
- Leadership, Technology & Human Development: Faculty Presentations (13)
- Georgia Educational Research Association Conference (4)
- Georgia International Conference on Information Literacy (4)
- Honors College Theses (4)
- Armstrong Office of the Registrar: Georgia Council of Graduate Schools Publications (Archived) (2)
- Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived) (2)
- Journal of Applied Marketing Theory (2)
- Journal of Student Success in Writing (Archived) (2)
- South East Coastal Conference on Languages & Literatures (SECCLL) (2)
- AMTP Proceedings 2025 (1)
- AMTP Proceedings 2026 (1)
- Current Issues in Middle Level Education (1)
- GS4 Student Scholars Symposium (1)
- Human Ecology: Faculty Publications (1)
- Instructional Technology Education Specialist Research Papers (1)
- Journal of Higher Education & Student Affairs (1)
- Middle Grades & Secondary Education: Faculty Publications (1)
- Norman Fries Distinguished Lectureship Series (2002-2022) (1)
- Phi Kappa Phi Research Symposium (Archived) (1)
- Teaching & Learning: Faculty Presentations (2012-2017) (1)
- Teaching Social Studies in the Peach State (1)
- Publication Type
- File Type
Articles 181 - 210 of 296
Full-Text Articles in Educational Assessment, Evaluation, and Research
Week One Introduction, Judith Longfield
Week One Introduction, Judith Longfield
Teaching Academy
After "speedy" introductions and a review of rules and objectives, we will create a working definition of learning-centered teaching. We will also learn how to actively engage students (a) in reviewing a course syllabus and (b) in course readings. If time permits, we will discuss a case study on problems instructors sometimes encounter when trying new teaching strategies. Information on the certificate in higher education program well also shared.
Week Two Introduction, Judith Longfield
Week Two Introduction, Judith Longfield
Teaching Academy
After discussing how preconceptions and misconceptions interfere with students' learning, we will learn steps for planning a lesson. We will also discuss ways to uncover students' ideas using classroom assessment techniques, or CATs, and create concepts maps of Chapter 2.
Week Six Introduction, Judith Longfield
Week Six Introduction, Judith Longfield
Teaching Academy
In addition to exchanging ideas or activities on how to overcome misconceptions and learning bottlenecks, there is a readiness assessment test or RAT, and we will learn about multiple choice tests. We will also revisit lesson planning briefly and critique a quiz.
Week Seven Introduction, Judith Longfield
Week Seven Introduction, Judith Longfield
Teaching Academy
Partners provided each other with meaningful feedback on their syllabi and also exchanged lesson plans. In addition, test analysis skills were revised and we discussed common concerns related to grading. A rubric or scoring guide was also used to grade an essay test question in literature or geography.
Teaching Academy 2015: Wednesday Syllabus, Judith Longfield
Teaching Academy 2015: Wednesday Syllabus, Judith Longfield
Teaching Academy
The purpose of the Teaching Academy is to help you understand how learning works so you can develop the competencies needed to create active, learning-centered courses. By the end of the Academy you will have (a) created a list of common misconception in your content area, (b) constructed and used a CAT (classroom assessment technique) to measure student learning, (c) created a lesson plan that addresses a disciplinary or course related misconception, and (d) written test or quiz questions.
Week One: Learning Journal, Judith Longfield
Week One: Learning Journal, Judith Longfield
Teaching Academy
Active participation and reflection are critical to learning, and are basic “essentials” in this class.
Week One: Syllabus Activity, Judith Longfield
Week One: Syllabus Activity, Judith Longfield
Teaching Academy
Directions for syllabus activity.
Silver Level Certificate Of Achievement, Judith Longfield
Silver Level Certificate Of Achievement, Judith Longfield
Teaching Academy
Form for the Silver level Certificate of Achievement.
Gold Level Certificate Of Achievement, Judith Longfield
Gold Level Certificate Of Achievement, Judith Longfield
Teaching Academy
Form for the Gold level Certificate of Achievement.
Week One Evaluation, Judith Longfield
Week One Evaluation, Judith Longfield
Teaching Academy
Help me make the Academy a good learning experience for you by rating today’s session. Please write a BRIEF response to the following statements.
Week Two: Planning For Active Learning, Judith Longfield
Week Two: Planning For Active Learning, Judith Longfield
Teaching Academy
The following is an overview of Planning for Active Learning.
Cat Implementation Report Form, Judith Longfield
Cat Implementation Report Form, Judith Longfield
Teaching Academy
The CAT implementation report form allows you to identify students’ misconceptions and/or what they know, and then reflect on the CAT results so you can better target your lesson plans.
“Curse Of Knowledge” Reading Guide, Judith Longfield
“Curse Of Knowledge” Reading Guide, Judith Longfield
Teaching Academy
The following is a reading guide for the "Curse of Knowledge."
Lesson Plan With Misconception/Bottleneck Focus, Judith Longfield
Lesson Plan With Misconception/Bottleneck Focus, Judith Longfield
Teaching Academy
The first principle discussed in How Learning Works is “students’ prior knowledge can help or hinder learning.” There is high probability that some, or, all of the students in your target course will have misconceptions and/or inaccurate prior knowledge that will actively inhibit their ability to learn course material. Unless you identify these misconceptions—also called learning bottleneck—and address them explicitly, students may be unsuccessful in mastering disciplinary thresholds. During the Teaching Academy, you will have the opportunity to apply the principles of smart teaching by designing a lesson to address an important misconception or bottleneck in your target course.
Reflection As The Key To Intuitive Knowing, Judith Longfield
Reflection As The Key To Intuitive Knowing, Judith Longfield
Teaching Academy
In The Reflective Practitioner: How Professionals Think in Action (1983), Schön introduced the idea of knowing-in-action or “reflection-in-action,” observing that “[w]hen we go about the spontaneous, intuitive performance of the actions in everyday life, we show ourselves to be knowledgeable in a special way. Often we cannot say what it is that we know . . . [because it is] implicit in our patterns or action and in our feel for the stuff with which we are dealing” (p. 49). According to Schön, knowing-in-action complements reflection.
Week Two: Chapter 1 Reading Guide, Judith Longfield
Week Two: Chapter 1 Reading Guide, Judith Longfield
Teaching Academy
The following is a reading guide for chapter one.
Week Three: Student Motivation, Judith Longfield
Week Three: Student Motivation, Judith Longfield
Teaching Academy
The following is an overview of Student Motivation: Overcoming Obstacles to Learning.
Integrate Motivation Planning Into Lesson Planning, Judith Longfield
Integrate Motivation Planning Into Lesson Planning, Judith Longfield
Teaching Academy
Instructions on how to integrate motivation planning into lesson planning.
Perspective Activity, Judith Longfield
Perspective Activity, Judith Longfield
Teaching Academy
The following is a faculty and student perspective activity.
Week Four: Chapter 4 Reading Guide, Judith Longfield
Week Four: Chapter 4 Reading Guide, Judith Longfield
Teaching Academy
The following is a reading guide for chapter four.
Week Five: Classroom Climate And Diversity, Judith Longfield
Week Five: Classroom Climate And Diversity, Judith Longfield
Teaching Academy
The following is an overview of Classroom Climate and Diversity.
Creating An Inclusive Classroom, Judith Longfield
Creating An Inclusive Classroom, Judith Longfield
Teaching Academy
Form on how to create an inclusive classroom.
Getting Acquainted Sample, Judith Longfield
Getting Acquainted Sample, Judith Longfield
Teaching Academy
The following is information on getting acquainted.
Week Five: Chapter 6 Reading Guide, Judith Longfield
Week Five: Chapter 6 Reading Guide, Judith Longfield
Teaching Academy
The following is a reading guide for chapter six.
Week Six: Effective Tests - A Tool For Learning, Judith Longfield
Week Six: Effective Tests - A Tool For Learning, Judith Longfield
Teaching Academy
The following is an overview of Effective Tests: A Tool for Learning.
Chapter 7 Quiz Analysis Activity, Judith Longfield
Chapter 7 Quiz Analysis Activity, Judith Longfield
Teaching Academy
The following is an analysis of Chapter 7 quiz.
Checklist For Reviewing Multiple-Choice Items, Judith Longfield
Checklist For Reviewing Multiple-Choice Items, Judith Longfield
Teaching Academy
The following is a checklist for reviewing multiple-choice items.
Week Six: Chapter 7 Reading Guide, Judith Longfield
Week Six: Chapter 7 Reading Guide, Judith Longfield
Teaching Academy
The following is a reading guide for chapter seven.
Lesson Plan Checklist, Judith Longfield
Lesson Plan Checklist, Judith Longfield
Teaching Academy
During this online session you will "dissect" a sample lesson in order to identify its parts, and learn a process you can use to plan lessons. You will also have the option to submit your lesson plan for review. The following is a lesson plan checklist.
The Case Of The Latté Drinking Instructors, Judith Longfield
The Case Of The Latté Drinking Instructors, Judith Longfield
Teaching Academy
You’re at Starbucks early one morning and can’t help overhearing an exchange between two instructors as they talk loudly over cups of lattés. Calvin fervently exclaims, “Can you believe it Kathy? I’m three weeks behind in my grading because I spend so much time writing the same comments on almost every paper. Don’t students understand basic academic expectations? And now that I’m almost done I’m concerned I graded the last ones more harshly than the first ones. I’m so frustrated!” His colleague Kathy replies just as heatedly, “You think you’ve got problems Calvin! I spent hours writing a long narrative …