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Full-Text Articles in Education Policy
The Role Of Assessment In Furthering Student Engagement, Inclusion, And Achievement, Mary Allen, Patricia A. Iannuzzi
The Role Of Assessment In Furthering Student Engagement, Inclusion, And Achievement, Mary Allen, Patricia A. Iannuzzi
Library Faculty Presentations
Assessment is a vital component of any program or initiative in terms of monitoring and strengthening its impact. Assessment involves establishing outcomes (programmatic, learning, etc.), verifying that efforts are aligned with those outcomes, assessing impact, and “closing the loop” by using what is learned to make improvements. This presentation focused on characteristics of quality assessment, such as the need for it to be valid, reliable, actionable, and efficient. AAC&U’s cluster of intellectual and practical skills for a liberal education include inquiry and analysis; critical and creative thinking; written and oral communication; quantitative literacy; and teamwork and problem solving. Information literacy …
Intratexturealities: The Poetics Of The Freedom Schools, Vonzell Agosto
Intratexturealities: The Poetics Of The Freedom Schools, Vonzell Agosto
Educational Leadership and Policy Studies Faculty Publications
Freedom Schools, which operated during 1964 after the collaborative efforts of several Civil Rights organizations, provided an opportunity to understand how students can drive the curriculum to meet individual and collective needs within a community. The presence and use of poetry throughout the Freedom Schools was mysterious, given that it is virtually absent in the curriculum guide, memos, and documents prepared by the administrative staff members and teachers. Students’ poetry not only revealed the intersections and layers of lived experience, society, and culture, but also their agency in the context of an anti-oppressive education project.
Who Are Latino/A Prospective Teachers And What Do They Bring To U.S. Schools?, Mary L. Gomez, Terri L. Rodriguez, Vonzell Agosto
Who Are Latino/A Prospective Teachers And What Do They Bring To U.S. Schools?, Mary L. Gomez, Terri L. Rodriguez, Vonzell Agosto
Educational Leadership and Policy Studies Faculty Publications
In this article, the authors draw on life-history methods to investigate the family, school, university, and teacher education experiences of three Latino teacher candidates in a large, midwestern, research-oriented university in the United States. They show how in university social experiences and in teacher education classes and field experiences, these young men often felt misinterpreted in interactions with white females in particular. Also evident is their strong desire to make personal connections with youth and families they teach. The authors offer suggestions for how teacher educators can be more responsive to prospective male elementary teachers and teacher candidates of color.