Search results for: Students' evaluation
Page 1/6 52 items
This study aimed to explore the professional challenges and concerns of 30 second career teachers (SCTs) participating in an alternative fast-track induction program during their first year of teaching. Additionally, the study investigated their perspectives of the institutional support provided to them. The results suggest that the challenges and concerns of SCTs trained through a fast-track program are essentially not dissimilar from novice teachers trained in traditional programs. Even though SCTs entered the profession with extensive life and work experience, they seemed to perceive the same mismatch experienced by other first-year teachers between what they had expected and what they actually encountered. Their main challenges and concerns centered on: classroom teaching, teacher–student relations, the extensive workload, and their emotional involvement.
Updated: Jan. 02, 2017
Practice What We Preach: Differentiating Instruction and Assessment in a Higher Education Classroom as a Model of Effective Pedagogy for Early Childhood Teacher Education Candidates
In this paper, two university colleagues present challenges related to meeting a plethora of learner needs in a course with participants from three different programs of study. The authors describe the challenges faced, steps taken to use the challenges as opportunities for growth, and the outcomes of their efforts.
Updated: Oct. 05, 2016
Current studies indicate that the requirements of academia in recent years have been low and that students today devote significantly less time to learning than in the past. The name of the game today appears to be high grades at sale prices, making 80% the new “fail.” This disconcerting phenomenon, known as “grade inflation,” can be defined as an upward shift in grades without a demonstrated increase in the knowledge-based performance of students. The author argues that the solution is understanding the causes and effects of grade inflation requires, first and foremost, education professionals to conduct a discussion on the organizational level regarding evaluation within their respective institutions.
Updated: Sep. 18, 2016
In the two last decades, educational development has become a mature and internationally recognised discipline. Writing about teaching, learning and assessment has helped to describe, analyse and affect practice, and to change the way in which educational development as a profession has become regarded. This article provides a personal selection of 20 key books that have been highly influential, with the aim of promoting debate both on the choice of texts and the future of educational development books in the next 20 years.
Updated: Jun. 05, 2016
This review article aims to analyse the ways in which books within the SEDA series have contributed to thinking in higher education pedagogy over this time. The authors have approached the texts through three lenses, analysing them chronologically, thematically and by the orientation of the authors towards educational development. They demonstrate that the coverage of topics and the syntheses of ideas that the texts represent have holistically provided invaluable coverage of the key thinking in the field.
Updated: Jun. 05, 2016
The Effects of a Short-term Professional Development Program on Physical Education Teachers’ Behaviour and Students’ Engagement in Learning
The study examined the effect of a short-term training programme οn in-service physical education teachers’ behaviour and students’ engagement in learning. The participants were 32 teachers, who were randomly divided into an experimental and a control group. The experimental group attended a two-hour lecture followed by a two-hour practicum, and showed significant improvement and learning of all the examined behaviours as well as significantly higher performance than the control group. Also, students of the experimental teacher group presented significantly greater activity time, more practice attempts and more successful ones than their peers in the control group.
Updated: May. 02, 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
This article reported on a study focuses on student teachers’ evaluations of a university teacher training programme in the context of a university–school partnership model. This model was integrated for the first time into the academic programme of a university teacher education department in Israel. The presented local case of a clinical, practice-driven professional programme within a research university model reflects the dual structural complexity described above, both pragmatically -in terms of allotting appropriate resources- and politically -in terms of its academic recognition. In addition, the findings of this study suggest that besides bridging theory and practice, the university coordinator functioned as a legitimate mediator between the university and the workplace.
Updated: Dec. 07, 2015
This study aimed to add to the growing base of knowledge about teachers’ engagement with assessment data and their motivation for classroom assessment. The findings settled into four main categories: (1) teachers use for learning assessment to improve student achievement, (2) an imbalance of formative assessment – assessment as learning was not used consistently, (3) inconsistent formalization of observation into meaningful assessment data, and (4) the tension between internal and external motivators for student assessment. The author concludes with some recommendations for teacher preparation programs, professional development for teachers and school and district administration.
Updated: Jun. 07, 2015
In this article , the authors sought to determine how instructors are actually assessing student participation, or what leads to the decision to grade or not grade students on their classroom participation. The findings suggest that the majority of instructors across disciplines do incorporate a “participation” factor into students’ final course grades. One impetus for the this study was the desire to identify the circumstances in which students are expected to be “active participants” in their undergraduate courses. This was determined by the percentage of instructors who reported including “participation” among the stated requirements on the course syllabus. However, some differences may be observed by discipline. Instructors of Math and Science courses were found to be less likely to grade participation than their colleagues teaching in other disciplines.
Updated: Jun. 07, 2015