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Full-Text Articles in School Psychology
Using Teacher Reflective Practice To Evaluate Professional Development In Mathematics And Science, Vicki L. Wise, Amy N. Spiegel, Roger H. Bruning
Using Teacher Reflective Practice To Evaluate Professional Development In Mathematics And Science, Vicki L. Wise, Amy N. Spiegel, Roger H. Bruning
Department of Educational Psychology: Faculty Publications
Systemic reform has been a key element of the mathematics and science educational agenda for the past decade. Systemic reform proponents advocate emphasizing mathemat-ics and science from kindergarten through l2th grade; adopting new math and science ed-ucation standards; providing ongoing professional development for teachers (Frechtling, Sharp, Carey, & Vaden-Kiernan, 1995); and aligning policy, practice, and assessment pro-cedures. The National Science Foundation (NSF) has supported the development of sys-temic reform by funding statewide, urban, and rural systemic initiatives to improve K–12 mathematics and science education throughout the United States (Fitzsimmons & Kerpel-man, 1994).
Using Responsive Evaluation To Evaluate A Professional Conference, Amy N. Spiegel, Roger H. Bruning, Lisa Giddings
Using Responsive Evaluation To Evaluate A Professional Conference, Amy N. Spiegel, Roger H. Bruning, Lisa Giddings
Department of Educational Psychology: Faculty Publications
In a statewide conference on alternative methods for assessing students’ learning, we incorporated responsive evaluation methods into the structure of the conference. The application of these interactive evaluation techniques serves as a pilot study that illustrates the possible utility of these tech-niques in evaluating conferences. This paper provides a brief review of the literature surrounding responsive evaluation, a description of the responsive evaluation methods applied to this conference, and a discussion of the results and implications of this pilot study.