An Integrative Approach to Portfolio Evaluation for Teacher Licensure   总被引：3，自引：0，他引：3  

Pamela A. Moss  Aaron M. Schutz  Kathleen M. Collins 《Journal of Personnel Evaluation in Education》1998,12(2):139-161

The purpose of our overall research agenda is to develop and evaluate a methodology for the assessment of teachers in which experienced teachers, serving as judges, engage in dialogue to integrate multiple sources of evidence about a candidate to reach a sound conclusion. The project that provides the venue for this research agenda is the Interstate New Teacher Assessment and Support Consortium (INTASC), which is developing a portfolio assessment system to assist participating states in making a decision about teacher licensure. To develop the theoretical foundation necessary to support and evaluate such dialogic and integrative assessment practices, we turn, in part, to the tradition of philosophical hermeneutics, as a complement to psychometrics. In this article, we characterize and assess the processes in which judges, trying out an integrative approach to portfolio evaluation for the first time, engage as they collaboratively construct and document their conclusions, and we locate this work in the larger research agenda. The premise of this project, which is being carefully evaluated in the course of inquiry, is that these integrative practices cannot only lead to an epistemologically sound evaluation of teaching but also promote an ongoing professional dialogue of critical reflection on teaching practice.  相似文献   

From the editors     

Kathleen Blake Yancey  Brian Huot 《Assessing Writing》1998,5(2):163-165

  相似文献   

A behavior systems view of responding to probe stimuli during an interfood clock     

Kathleen M. Silva  William Timberlake 《Learning & behavior》1998,26(3):313-325

Two experiments used a behavior systems approach to relate the form of responses during an interfood clock to the temporal distance of the individual clock stimuli to food. Stimuli proximate to food should better control a focal search mode and related responses, whereas stimuli temporally distant from food should better control a general search mode and related responses. Experiment 1 conditioned two groups of rats with a sequence of four equal-length 12-sec clock stimuli that terminated with food and then tested for the conditioning of a general search mode by presenting an unconditioned moving probe stimulus (either a rolling ball bearing or a rotating mechanical door) during each of the clock stimuli. Consistent with a behavior systems view, contact with the ball bearing was markedly greater during a clock stimulus distant from food. The absence of similar differential contact of the door across the clock stimuli showed that the effect was specific to the ball bearing rather than a general response to stimulus dimensions of movement and sound. Experiment 2 showed that the general search mode was controlled by the clock stimulus rather than the passage of time.  相似文献   

Conflict Resolution & Recognition of Diversity via an Art Experience     

Kathleen E Connors 《The International Journal of Art & Design Education》1998,17(3):275-282

Most school districts in our world expect teachers and students to behave in a manner that promotes tolerance and peaceful conflict resolution. This is not always easily accomplished, mostly because few have had any formal training in issues of diversity and conflict resolution beyond conventional life situations, and issues and circumstances reach crisis levels before they are addressed. Students and teachers and the communities in which they function need to have an ongoing dialogue that progressively helps all to understand and deal with issues of diversity and conflict. An established means to understanding who we are and why we do what we do is to generate an aesthetic distance to observe for understanding those and that which we call ‘other.’ This workshop was an encounter with ‘others’ (flora, fauna, cultures, social constructs%) whom we created (and whom we implicitly re-presented as metaphors for ourselves and ‘others’ in our world) through the making of a three-dimensional mural of four separate geophysical regions with four distinct cultures that have never encountered one another. How they eventually encounter one another and what occurs because of this encounter is the mirror each group holds up to itself. Subsequent discussion encompasses not only the hypothetical cultures and how their members dealt with the challenges of change, disaster, and forced integration but also how or if the people within the workshop groups co-operated or resolved conflict to create the murals and their cultural representations.  相似文献   

General Communication     

James A. Anderson  Roger D. Wimmer  Joseph R. Dominick  Jean Ward  Kathleen Hansen  Michael Rogers Rubin 《Communication Booknotes Quarterly》2013,44(11-12):127-129

COMMUNICATION RESEARCH: ISSUES AND METHODS by James A. Anderson (New York: McGraw-Hill, 1987--price not given)

MASS MEDIA RESEARCH: AN INTRODUCTION by Roger D. Wimmer and Joseph R. Dominick (Belmont, CA: Wadsworth, 1987---price not given)

SEARCH STRATEGIES IN MASS COMMUNICATION by Jean Ward and Kathleen Hansen (New York: Longman, 1986---$34.95/15.95)

THE KNOWLEDGE INDUSTRY IN THE UNITED STATES: 1960-1980 by Michael Rogers Rubin and Mary Taylor Huber (Princeton, NJ: Princeton University Press, 1986---$40.00)

KNOWLEDGE GENERATION, EXCHANGE, AND UTILIZATION edited by George M. Beal, et al. (Houlder,CO: Westview Press, 1986---$38.00, paper)

OVERLOAD AND BOREDOM: ESSAYS ON THE QUALITY OF LIFE IN THE INFORMATION SOCIETY by Orrin K. Klapp (Westport, CT: Greenwood Press, 1986---$29.95)

INTERNEDIA: INTERPERSONAL COMMUNICATION IN A MEDIA WORLD edited by Gary Gumpert and Robert Cathcart (New York: Oxford University Press, 1986---$16.95, paper)

MAPPING THE INFORMATION BUSINESS by John McLaughlin and Anne Lousie Antonoff (Cambridge: Harvard University Program on Information Resources Policy, 1986---price not given, paper)  相似文献   

Intergenerational,Community‐Based Learning and Science Education     

James J. Gallagher  Kathleen Hogan 《科学教学研究杂志》2000,37(2):107-108

  相似文献   

Eleven techniques to jump-start performance dialogue     

Kathleen M. Wilburn  H. Ralph Wilburn 《Performance Improvement》1998,37(1):24-26

  相似文献   

Perceived causes of success and failure: Are women's attributions related to persistence in engineering majors?     

Margaret M. Nauta  Douglas L. Epperson  Kathleen M. Waggoner 《科学教学研究杂志》1999,36(6):663-676

This study explored the influence of attributional style on women's persistence in engineering majors, after controlling for academic ability. Female students (N = 255) previously or currently enrolled in the engineering college of a large midwestern university completed measures assessing their (a) attributions for science, mathematics, and engineering academic events; and (b) thoughts of changing career goals. Results revealed that, after controlling for academic ability, two attributional style dimensions were related to persistence in engineering majors. Among persisters in engineering, those attributional style dimensions were also related to thoughts of changing career goals. Implications for research are discussed, and recommendations for educators and advisors are presented. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 663–676, 1999  相似文献   

Self-concept and self-esteem in elementary school children     

Paul C. Burnett 《Psychology in the schools》1994,31(2):164-171

  相似文献   

Diversity in our changing world     

Kathleen Whiteside  Julie O'Mara 《Performance Improvement》1993,32(2):2-4

  相似文献