Search results for: Curricula
Page 2/2 16 items
The article explores the use of high-stakes testing and its effect on content, knowledge form and pedagogy. A qualitative metasynthesis of 49 qualitative studies indicated that the primary effect of high-stakes testing is that curricular content is narrowed to tested subjects, subject knowledge is fragmented and teachers increase the use of teacher-centered pedagogies. However, in a significant minority of cases the tests led to expanded curricular content, integration of knowledge and more student-centered pedagogies.
Updated: Mar. 23, 2008
Transitioning from Students to Professionals: Using a Writing Across The Curriculum Model to Scaffold Portfolio Development
This qualitative action research study was designed to explore the effects of incorporating writing workshops built on Writing Across the Curriculum (WAC) principles into the initial portfolio process required of students during their first semester in an undergraduate middle-grades teacher-education program. Findings indicate that the students approached the portfolio requirement from a consumer perspective and that writing anxiety was a major obstacle.
Updated: Mar. 02, 2008
Involving Science Teachers in the Development and Implementation of Assessment Tools for “Science for All” Type Curricula
10 teachers from 10 high schools in Israel participated in an alternative assessment of a new high-school science curriculum. An evaluation study was conducted at the start of the workshop and at its completion to determine if the workshop goals were attained. Teachers felt more self-confident following the workshop, and students felt that their involvement in decisions improved their sense of responsibility for their achievement. In addition, the new interdisciplinary curriculum requires a professional development program that will stimulate teachers’ creativity and diversify the instructional strategies that they use in the classroom.
Updated: Feb. 19, 2008
Contesting the Curriculum: An Examination of Professionalism as Defined and Enacted by Australian History Teachers
In this article, the author presents an analysis of professionalism as defined and enacted by the History Teachers' Association of New South Wales (HTANSW). The author's aim for this project was to explore what professionalism means in practice for a unique group of teachers: those who have made an active and fundamental commitment to their subject community by voluntarily serving on the executive committee of their subject-based professional association.
Updated: Feb. 17, 2008
One Authentic Early Literacy Practice and Three Standardized Tests: Can a Storytelling Curriculum Measure Up?
The authors conducted a study to assess the vocabulary and literacy skills of kindergarten and pre-kindergarten children who participated in storytelling curriculum over the course of the school year. The children were assessed utilizing standardized tests, and results revealed that participants in the storytelling curriculum showed significant gains in both vocabulary knowledge and literacy skills.
Updated: Jan. 27, 2008
Typical university-wide course evaluations do not provide instructors with sufficient information on the effectiveness of their courses. This article describes a course assessment and enhancement model where student feedback can be used to improve courses and/or programs. The model employs an assessment tool that measures student perceptions of importance and their current competence in course-specific learning objectives both pre- and post-course.
Updated: Jan. 14, 2008