Search results for: Assignments
Page 1/1 9 items
Digital Oral Feedback on Written Assignments as Professional Learning for Teacher Educators: A Collaborative Self-study
The current paper reports on a self-study of teacher educators involved in a preservice teacher unit on literacy. In this study, the teacher educators provided the preservice teachers with digital oral feedback about their final unit of work. The authors found that working as a team enabled them to provide more in-depth feedback on the assessment criteria for each assignment than was previously the case with written feedback. Through this dialogical feedback, the teacher educators were able to construct the preservice teachers’ assignments as an important textual gift for their collaborative professional learning.
Updated: Jul. 18, 2016
Teacher Performance Assessment (edTPA): An Instructor’s Development and Evaluation of an Embedded Signature Assessment in an Early Childhood Literacy Course
This paper describes an assignment piloted in an early childhood literacy class as an embedded signature assessment. The article has three goals: to explain the context that led to the development of the assignment, to describe how the assignment was created and piloted, and to describe the methodology and results of an action research project intended to collect data on candidates’ perceptions of the challenges and value of the assignment.
Updated: Feb. 29, 2016
This article focuses on students as podcast providers rather than receivers. It addresses the question, ‘Are learner-generated podcasts a useful approach to assessment?’
Updated: Feb. 29, 2016
Reconsidering the Local After a Transformative Global Experience: A Comparison of Two Study Abroad Programs for Preservice Teachers
This study utilized a comparative case study design to understand preservice teachers’ views on programmatic elements that led to transformative learning experiences in the areas of global and local diversity. The findings reveal that participants in both programs demonstrated a new or enhanced interest in global issues and a more nuanced understanding of themselves as educators, though the relationship between global issues and their identities as culturally competent teachers of diverse students varied between programs. The findings can be grouped into three primary categories: relevant and interactive assignments, hands-on experiences, and support for personal growth.
Updated: Mar. 26, 2015
This study examines science learning experiences within a formal course structure that reaches out to informal learning environments. The six strands of science learning provide a framework for interpreting the prospective teachers’ responses to the friends and family assignments. The findings reveal that aspects of all six strands were evident in the responses, showing that the prospective teachers experienced increased interest and motivation, remembered and used scientific concepts and explanations, reflected on the process of learning for themselves and others, and actively participated in science activities. Involving friends and family outside of the class created ways for learners to think about and use their science knowledge across contexts.
Updated: Oct. 05, 2014
In this study, the authors examined their efforts to teach beginning teachers’ formative assessment practices, specifically to elicit and interpret students’ mathematical thinking. This study surfaced a number of important ideas about scaffolding students’ learning of practice in the context of a commonly used teacher education assignment. The findings reveal that each scaffold examined in this paper appeared to support and shape student performance. Furthermore, fixed scaffolds designed in advance and scaffolds crafted in the moment based on the unfolding circumstances were both useful in supporting and shaping student practice.
Updated: Sep. 30, 2014
The purpose of this documentary account is twofold. First, the authors describe two strategic instructional assignments embedded in university courses at a large research institution in the United States that were designed to help teaching candidates move toward mastery. Second, the authors explicate candidates' performances on the assessments as well as evidence of the reliability of the assessments and scoring procedures. This case study provides evidence that advanced secondary teaching candidates are able to address instructional issues and engage in the kind of pedagogical reasoning more characteristic of experienced teachers.
Updated: May. 09, 2010
This investigation examines the success, pitfalls, and lessons learned from incorporating videogame-like components into an educational technology class. The students in this class chose various levels at which to complete assignments but had to earn a certain number of points before being able to move on to the next assignment. Findings reveal parallels between the students' cognitive, motivational, and affective processes and those of gamers.
Updated: Nov. 17, 2009
Slow Research Time and Fast Teaching Time: A collaborative self-study of a teacher educator's unexamined assumptions
This paper examines the processes whereby two researchers developed their knowledge in teaching a course for preservice teachers. The authors sought to explore the ways in which class assignments encouraged preservice teachers to develop their abilities to see classrooms from the point of view of nascent teachers rather than that of successful students. After analyzing student work from 2 years in which the assignments were used, the researchers taught together and continued their analyses and their own development as teacher educators.
Updated: Jan. 26, 2008