Outcomes Assessment at Small Colleges: Achieving Two Goals with One Assessment          下载免费PDF全文

Jennie Brown  Heather Corday Allard  Dr Goode  Rachel Rossetti 《Assessment Update》2015,27(4):5-6

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QUESTIONING BEHAVIOR OF STUDENTS IN THE INQUIRY CHEMISTRY LABORATORY: DIFFERENCES BETWEEN SECTORS AND GENDERS IN THE ISRAELI CONTEXT     

Ron Blonder  Shelley Rap  Rachel Mamlok-Naaman  Avi Hofstein 《International Journal of Science and Mathematics Education》2015,13(4):705-732

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Multimodal literacy learning opportunities within a grade six classroom literacy curriculum: constraints and enablers     

Terry Loerts  Rachel Heydon 《Education 3-13》2017,45(4):490-503

This case study of a grade six classroom literacy curriculum in Ontario, Canada was designed to produce new knowledge of how curricula can promote multimodal literacy learning opportunities for students. With a focus on constraints and enablers, the study found few opportunities for multimodal literacy learning due to standardised assessments, an outcomes-based programmatic curriculum with related standardised report card, and assessment-focused professional learning opportunities. Despite the print-centric nature of the curriculum, however, the study found that students did initiate their own multimodal opportunities. The study has implications for educators across the globe who are interested in expanding students’ literacies.  相似文献   

Expectations and challenges: the implementation of mobile devices in a Scottish primary school     

Sarah Cornelius  Dr Rachel Shanks 《Technology, Pedagogy and Education》2017,26(1):19-31

This article provides a case study of the implementation of iPod Touches on a one-to-one basis in a Scottish primary school. It focuses on teachers’ expectations for the project and the realisation (or otherwise) of these expectations. Findings suggest that the iPods offered opportunities for resource provision, interactive learning and extension activities. Technical challenges impacted on what could be achieved and some expectations, including sharing of resources and pupil work, and use for assessment, were not fully realised. Teachers also reported that some expected issues were quickly overcome. The development of teacher confidence with the devices remained a challenge after 12 months and they continued to seek meaningful ways to implement devices in the classroom. This case study contributes to our understanding of the pedagogical impact of mobile devices in schools and highlights the ways in which they can quickly become a valued part of the classroom environment. It suggests that implementation may not necessarily be a linear process of moving from assimilation to accommodation, as suggested by Lebrun, but that both phases may take place concurrently.  相似文献   

Educating and Measuring Choice: A Test of the Transfer of Design Thinking in Problem Solving and Learning     

Doris B. Chin  Kristen P. Blair  Rachel C. Wolf  Luke D. Conlin  Maria Cutumisu  Jay Pfaffman 《学习科学杂志》2019,28(3):337-380

Educators aim to equip students with learning strategies they can apply when approaching new problems on their own. Teaching design-thinking strategies may support this goal. A first test would show that the strategies are good for learning and that students spontaneously transfer them beyond classroom instruction. To examine this, we introduce choice-based assessments (CBAs). CBAs measure how people learn when there is minimal guidance and they must make decisions as independent learners. Here, sixth-grade students completed multiple design activities that emphasized either seeking constructive criticism or exploring a space of alternatives. Afterward, they completed the CBAs, which measured strategy transfer. Results showed that lower-achieving students benefitted most from instruction, exhibiting a relative increase in their use of design-thinking strategies. In addition, strategy choices correlated with prior achievement measures and appeared to mediate performance in and learning from the CBAs. The choices to use the two strategies themselves were not correlated, which indicates that they are not subsets of a larger construct, such as growth mindset. In sum, CBAs enabled a double demonstration: design-thinking strategies may improve learning and problem solving, and design-thinking instruction may improve the likelihood of lower-achieving students choosing to use effective strategies in novel settings that require new learning.  相似文献   

Improving Outcomes for English Language Learners by Integrating Social Studies and Literacy with OCDE Project GLAD Strategies     

Rachel Hoff 《The New Educator》2017,13(2):148-159

ABSTRACT

Elementary teachers are challenged to maximize instructional time to cover standards in all content areas and to meet a wide variety of student needs including students who are not proficient in English. This action research looks at how one fourth-grade teacher improved achievement for English Language Learners by integrating social studies into the literacy block using a Project GLAD® unit and the school district Literacy Comprehension Frameworks. It describes the changes to the literacy instruction and examines the benefits to students, families, the teacher, and the school.  相似文献   

A new model of collaborative action research; theorising from inter-professional practice development     

Rachel Lofthouse  Jo Flanagan  Bibiana Wigley 《Educational Action Research》2016,24(4):519-534

The development of pedagogies to meet the needs of diverse communities can be supported through inter-professional practice development. This article explores one such experience, that of speech and language therapists developing a new video-based coaching approach for teachers and teaching assistants in multi-cultural settings with high numbers of children learning English as an additional language. To support them in developing and trialling the coaching approach, the expertise of a teacher-educator and educational researcher was provided through a university business voucher. It is this working relationship that the article has as its practical focus, as it transformed to one of collaborative action research. The action research is described, providing the context for a discussion of the characteristics of collaborative action research and the proposal of a new model. This model offers a way of conceptualising collaborative action research through time, and of recognising the importance of the partners’ zones of proximal, contributory and collaborative activities in sustaining change and knowledge-creation.  相似文献   

“Pushing-Up” or “Cooling-Out”? Israeli Counselors Guidance on Track Placement     

Nura Resh  Rachel Erhard 《Interchange》2002,33(4):325-349

Using data from about 400 ninth-grade students from six junior high schools in Israel, we have investigated students' perceptions about messages conveyed by counselors while guiding them into high school tracks. In Israel, where curriculum differentiation in high school tracks is relatively rigid, the decision on track placement is critical, and guidance at the point of transition is an institutionalized role of the school counselor. Students reported on the nature of messages they received while meeting individually with the counselor. The findings suggest that while counselors seem to be somewhat hesitant about giving very definitive messages, they still differentiate their messages by academic status and gender: low-achievers and girls, especially high achievers, are being cooled-out to a greater degree than all high-achievers and boys. It was also found that the pattern of cool- out and push-up messages vary between schools.  相似文献   

Teaching for tomorrow: An exploratory study of prekindergarten teachers’ underlying assumptions about how children learn     

Erin E. Flynn  Rachel E. Schachter 《Journal of Early Childhood Teacher Education》2017,38(2):182-208

This study investigated eight prekindergarten teachers’ underlying assumptions about how children learn, and how these assumptions were used to inform and enact instruction. By contextualizing teachers’ knowledge and understanding as it is used in practice we were able to provide unique insight into the work of teaching. Participants focused on children’s ability to remember information, frequently through engagement and repetition. Teachers also anticipated what children would be learning in the early elementary years and taught that content, yet they did not necessarily expect children to remember the information, or even know if children learned the information. Implications for the design of both preservice and in-service teacher education are discussed. This includes helping teachers develop a strong foundational understanding of how children learn, establishing the pedagogical content knowledge relevant to teaching advanced symbol systems like literacy, and shifting pedagogical reasoning about practice. Given the link between the quality of instructional support and learning in the early years, developing the early childhood teaching force’s capacity to use knowledge to reason skillfully about teaching offers a critical lever for creating robust learning in the early years.  相似文献   

Developing students' ability to ask more and better questions resulting from inquiry‐type chemistry laboratories     

Avi Hofstein  Oshrit Navon  Mira Kipnis  Rachel Mamlok‐Naaman 《科学教学研究杂志》2005,42(7):791-806

This study focuses on the ability of high‐school chemistry students, who learn chemistry through the inquiry approach, to ask meaningful and scientifically sound questions. We investigated (a) the ability of students to ask questions related to their observations and findings in an inquiry‐type experiment (a practical test) and (b) the ability of students to ask questions after critically reading a scientific article. The student population consisted of two groups: an inquiry‐laboratory group (experimental group) and a traditional laboratory‐type group (control group). The three common features investigated were (a) the number of questions that were asked by each of the students, (b) the cognitive level of the questions, and (c) the nature of the questions that were chosen by the students, for the purpose of further investigation. Importantly, it was found that students in the inquiry group who had experience in asking questions in the chemistry laboratory outperformed the control grouping in their ability to ask more and better questions. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 791–806, 2005  相似文献