Ethical Considerations for Teachers in the Evaluation of Other Teachers     

Kenneth D. Peterson  Phillip Kelly  Micki Caskey 《Journal of Personnel Evaluation in Education》2002,16(4):317-324

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Developing educational goals: insights from a Peer Assisted Teaching Scheme     

Bella Ross  Angela Carbone  Katherine Lindsay  Steve Drew  Liam Phelan  Caroline Cottman 《International Journal for Academic Development》2016,21(4):350-363

The rapid changes facing higher education are placing increased focus on the quality of the student experience, achieving learning outcomes, and employability expectations. As a result, academics in teaching roles are increasingly measured on performance via student evaluations amplifying attention on professional development initiatives for academics. One such initiative is the Peer Assisted Teaching Scheme currently in practice across many Australian universities. The critical component of the scheme is the establishment of teaching goals that provide focus and direction for the peer partnership. This study addresses two questions: (1) Around which aspects do academics set their goals for teaching improvement? and (2) How do academics’ goals align with the SMART goal-setting framework that is prescribed in the scheme? Findings from five Australian universities showed that goals align with a variety of educational areas yet many were underdeveloped, or misaligned with the proposed strategy. The implications of this are discussed and a framework for setting education goals for teaching improvement is developed.  相似文献   

Education for sustainable agriculture: a typology of the role of teaching farms in achieving learning goals and objectives     

Kelly Monaghan  Rosalie L. Koenig  Juan C. Rodriguez 《Environmental Education Research》2017,23(6):749-772

Teaching farms have recently gained popularity, but they are often expensive venues per student credit hour. It is therefore important they are used effectively. This research explored why faculty members use teaching farms, their goals and objectives with regard to the farm, and how they integrate teaching farms into curriculum. Twenty interviews were completed with faculty representing 15 institutions. A combined inductive and deductive approach was used to analyze data. The result was a typology of the roles of teaching farms in achieving educational goals and objectives. Four types of roles emerged: enhancement, competency, exploration, and foundation. Three of the four types reflect one of three models of higher education prevalent in the US. Our research suggests a better understanding of educational theory and pedagogy, combined with a firm appreciation of the different models of higher education could significantly enhance the quality of the learning experience provided on teaching farms.  相似文献   

Content and alignment of state writing standards and assessments as predictors of student writing achievement: an analysis of 2007 National Assessment of Educational Progress data     

Gary A. Troia  Natalie G. Olinghouse  Mingcai Zhang  Joshua Wilson  Kelly A. Stewart  Ya Mo  Lisa Hawkins 《Reading and writing》2018,31(4):835-864

We examined the degree to which content of states’ writing standards and assessments (using measures of content range, frequency, balance, and cognitive complexity) and their alignment were related to student writing achievement on the 2007 National Assessment of Educational Progress (NAEP), while controlling for student, school, and state characteristics. We found student demographic characteristics had the largest effect on between-state differences in writing performance, followed by state policy-related variables, then state and school covariates. States with writing tests that exhibited greater alignment with the NAEP writing assessment demonstrated significantly higher writing scores. We discuss plausible implications of these findings.  相似文献   

A cultural historical activity theory perspective to understand preservice science teachers’ reflections on and tensions during a microteaching experience     

Asli Sezen-Barrie  Minh-Dan Tran  Scott P. McDonald  Gregory J. Kelly 《Cultural Studies of Science Education》2014,9(3):675-697

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Get Your Head into the Clouds: Using Word Clouds for Analyzing Qualitative Assessment Data     

Concetta A. DePaolo  Kelly Wilkinson 《TechTrends》2014,58(3):38-44

Word clouds (or tag clouds) are popular, fun ways to display text data in graphical form; however, we contend that they can also be useful tools in assessment. Using word clouds, instructors can quickly and easily produce graphical depictions of text representing student knowledge. By investigating the patterns of words or phrases, or lack thereof, in textual student responses, instructors can evaluate if students, as a whole, have grasped or missed key concepts or have made common mistakes. Word clouds can be used to provide formative assessment feedback to students, and to identify common themes in student reflection papers. They can also be useful as a starting point or screening tool for large amounts of text data, whether related to assessment or not.  相似文献   

Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?     

Sarah L. Eddy  Kelly A. Hogan 《CBE life sciences education》2014,13(3):453-468

At the college level, the effectiveness of active-learning interventions is typically measured at the broadest scales: the achievement or retention of all students in a course. Coarse-grained measures like these cannot inform instructors about an intervention''s relative effectiveness for the different student populations in their classrooms or about the proximate factors responsible for the observed changes in student achievement. In this study, we disaggregate student data by racial/ethnic groups and first-generation status to identify whether a particular intervention—increased course structure—works better for particular populations of students. We also explore possible factors that may mediate the observed changes in student achievement. We found that a “moderate-structure” intervention increased course performance for all student populations, but worked disproportionately well for black students—halving the black–white achievement gap—and first-generation students—closing the achievement gap with continuing-generation students. We also found that students consistently reported completing the assigned readings more frequently, spending more time studying for class, and feeling an increased sense of community in the moderate-structure course. These changes imply that increased course structure improves student achievement at least partially through increasing student use of distributed learning and creating a more interdependent classroom community.  相似文献   

Applying the Tiers of Assessment: A Holistic and Systematic Approach to Assessing Library Collections     

Madeline Kelly 《The Journal of Academic Librarianship》2014,40(6):585-591

Collection assessment is a key component of collection development, budget allocation, and justification of library collections. Unfortunately, comprehensive collection assessment is daunting, subject to the weaknesses of individual tools and the overwhelming number of subject areas to assess. Few studies have attempted systematic assessment projects using multiple tools or methods, nor have many attempted to assess an entire collection subject-by-subject. This study implements an alternative to the single-tool model, combining multi-tool analysis with a systematic, subject-by-subject approach to the collection. The goal was to determine whether such a model of collection assessment was feasible in an academic library setting, providing usable data without overinvestment of manpower and resources. To this end, the method was tested in a pilot program at George Mason University (Mason), assessing three subjects at varying levels of depth. While there was concern that the methodology would prove too ambitious for full-scale implementation, the pilot yielded valuable, tangible results in a timely manner and provides a solid model for future assessment efforts at Mason and elsewhere.  相似文献   

Zero-Waste Supermarket Set to Open in Germany     

Kelly 《新高考》2014,(10):28-28

Paper or plastic？ Nein!
With our World Cup wounds still raw, this probably isn＇t the best time to write about how,great Germany is. But too bad： We＇re doing it, anyway.  相似文献   

Librarians,Renounce the Research Paper! Using Rhetoric to Improve Assignment Design     

Savannah L. Kelly 《College & Undergraduate Libraries》2014,21(1):90-98

The general research paper, despite its prevalence in higher education, has had limited success in the classroom for decades. Although academic librarians recognize the value of source-based writing and have continually partnered with faculty on this type of assignment, we are equally aware of the inherent limitations and difficulties of this traditional writing requirement. This column argues for an alternative vision to the general research paper, one that embraces a rhetorical context and offers academic librarians a more prominent role in assignment design on their campuses.  相似文献