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41.
Maryl Gearhart Sam Nagashima Jennifer Pfotenhauer Shaunna Clark Cheryl Schwab Terry Vendlinski 《Educational Assessment》2013,18(3-4):237-263
This article reports findings on growth in 3 science teachers' expertise with interpretation of student work over 1 year of participation in a program. The program was designed to strengthen classroom assessment. Using a framework for classroom assessment expertise, we analyze patterns of teacher learning, and the roles of the professional program and the quality of the assessments provided with teachers' instructional materials. 相似文献
42.
Jim Killacky Cheryl Thomas Annette Accomando 《Community College Journal of Research & Practice》2013,37(10):763-775
Learning communities have been present in community college settings for more than a decade. The literature suggests that they are generally effective for both participating students and faculty. As economic development increasingly demands greater technological sophistication, and community colleges are faced with increasing numbers of developmentally challenged students, learning communities may be one means to effectively resolve this paradox. This article is directed to those faculty and staff who may be considering the initiation of a learning community. It provides a review of literature, and presents a set of issues currently being addressed at one small community college in Louisiana where a learning community is in the design stage. 相似文献
43.
Jannette Alejandra Urciuoli Cheryl Bluestone 《Community College Journal of Research & Practice》2013,37(5):397-401
This study explored a concept that learning study skills in the context of the content area under study may transfer across courses, multiplying the benefits towards academic success. Methods that have been reported to influence academic growth at the community college level include success courses and applied study skills. In this pilot project among community college students, two instructors provided an enriched study skills curriculum by linking a success course with a psychology course. The instructors used techniques and activities geared toward enhancing study skills such as developing metacognitive strategies. The Learning and Study Skills Inventory (LASSI) was used to assess students’ progress. Despite few statistically significant findings, there were several interesting interaction effects. These provide some evidence for the need to emphasize the development of study strategies in existing success courses while also formally or informally tying such courses with a content course. 相似文献
44.
Cheryl Graczewski Joel Knudson Deborah J. Holtzman 《Journal of Education for Students Placed at Risk》2013,18(1):72-96
Literature on school reform has emphasized the need for principals to expand beyond their traditionally administrative role and become instructional leaders. This article examines the relationship between the practice of site-based instructional leadership and the professional development that teachers received in the context of a district-wide reform effort in San Diego City Schools. Using data from teacher surveys and school-based interviews, we find a connection between aspects of principal instructional leadership (coherent school-wide vision and leaders' engagement in instructional improvement) and selected research-based characteristics of effective teacher professional development (coherence and focus on content and curriculum). We conclude by addressing some of the tensions and limitations associated with a particular vision for site-based instructional leadership. 相似文献
45.
46.
Cheryl A. Dunlap 《Performance Improvement》2008,47(2):23-29
Evaluators in the HPI field can improve their performance program results with effective evaluation through appreciative inquiry. Appreciative inquiry and evaluation have many similarities, and when combined they add value and effectiveness to the measurement of intervention results. Appreciative inquiry is beneficial in many evaluation contexts: for example, when previous evaluations have failed or when change needs to be accelerated. Success is associated with applying appreciative inquiry to the evaluation process for performance improvement projects. 相似文献
47.
Crawford April Vaughn Kelly A. Guttentag Cathy L. Varghese Cheryl Oh Yoonkyung Zucker Tricia A. 《Early Childhood Education Journal》2021,49(5):829-840
Early Childhood Education Journal - The COVID-19 pandemic impacted early childhood programs serving infants, toddlers, and preschoolers in dramatic ways. After temporarily closing, many educators... 相似文献
48.
Cheryl Wei‐yu Chen 《Literacy》2021,55(1):25-38
The current study presents results from students' engagement of composing print essays and composing across modes on the same topic. It builds on the premise that print‐based reading and writing should complement and coexist with multimodal pedagogy. A group of Taiwanese adolescent students were invited to complete one print essay and one multimodal product on the same topic of “My favorite place in the world”. For their multimodal product, students were required to use at least two modes (e.g. words and image, sounds and words) in any medium (e.g. video, collage, scrapbook or website) of their choice. It was found that the most frequently used medium for students' multimodal projects was video which incorporated words, sounds and visuals. Most students felt that for the topic of “My favorite place in the world”, their multimodal products helped them to convey their ideas better because they provided the audience with more sensory information. To conclude the paper, a few future research directions are outlined to help move the research of multimodal composing forward. 相似文献
49.
Cheryl Wei-yu Chen 《Pedagogies: An International Journal》2018,13(1):1-18
Cyberbullying takes place when the Internet is used purposefully to cause harm or discomfort to a specific person or group of persons. Because of the fast growth of digital technologies, cyberbullying is replacing physical bullying and becoming a prevalent social problem around the world. This study outlines the author’s efforts of integrating David Kolb's experiential learning theory, project-based learning, and a critical approach to language education to engage a group of Taiwanese college English-as-a-foreign-language students about the issues related to cyberbullying and the importance of healthy Internet behaviors. The results indicated that the 9-week project work heightened students’ awareness of cyberbullying and other social issues and enhanced their language skills. Students also held an overall positive attitude toward the project work. To conclude the article, several research directions are suggested to continue this line of inquiry. 相似文献
50.
Although considerable resources have been invested in programs for the improvement of college and university teaching, there is little data available on the effectiveness of these programs. The present study assessed the value of speech and drama training as a method of improving lecturing skills in university teachers. It was found that teachers who received speech and drama training showed significant improvement in student ratings of classroom teaching relative to control teachers. Rival hypotheses involving greater motivation to improve in experimental teachers and generalized placebo and self-help effects were ruled out on the basis of student rating data from previous courses and differential findings for target and nontarget rating scales. It is concluded that speech and drama training can make a small but significant contribution to the improvement of university teaching. 相似文献