Search results for: Evaluation
Page 4/6 57 items
This study evaluated Gregoire’s (2003) Cognitive–Affective Conceptual Change model (CAMCC) for predicting and assessing conceptual change in science teachers engaged in a long-term professional development project. The project was set in a large school district in the southwestern United States. The authors used a multiple case study method with data from three teacher participants to understand the process of integrating and applying a reform message of inquiry based science teaching. Findings show that the CAMCC functioned well in predicting how these teachers made decisions that impacted how they processed the reform message.
Updated: Sep. 19, 2010
Using Science Teaching Case Narratives to Evaluate the Level of Acceptance of Scientific Inquiry Teaching in Preservice Elementary Teachers
The current article describes the construction of a positive and negative science teaching case narrative. These case narratives can be used to evaluate the level of acceptance of scientific inquiry teaching in preservice elementary teachers.
Updated: Sep. 19, 2010
Change, Changing, and Being Changed: A Study of Self in the Throes of Multiple Accountability Demands
Using the narrative inquiry research method, this self-study of the author’s teacher education practices examines the influence of four simultaneous accountability reviews on her personal experiences and identity within academia. Drawing on evidence excerpted from journal entries, work samples, historical documents and meeting notes, the author reconstructs a series of changes concerning human subjects reviews, course syllabi requirements, student assignments, grading procedures and personal productivity. The self inquiry reveals individual and institutional compromises that were made to achieve acceptable measures of success as determined by external agencies.
Updated: Jun. 20, 2010
Universities generally have clear expectations for teaching and scholarship, and often a faculty member's publications, research and scholarship are the primary factors in tenure and promotion decisions. Many universities do include service as one component in annual reviews as well as in assessing progress toward tenure and promotion. Unfortunately, criteria for evaluating service are often not specified.
Updated: Feb. 21, 2010
The Annotated Unit: A Description of a Systematic Approach to Documenting Candidate Effectiveness in Student Teaching
The standards of the National Council for Accreditation of Teacher Education require that teacher education programs document teacher candidates' effectiveness across different domains. To gather information on the effects that the candidates have on preK-12 student learning, the authors require each candidate to gather and analyze data collected during the creation, implementation, and evaluation of an annotated unit plan.
Updated: Apr. 22, 2009
Analysis of the Reflections of Student-Teachers of Mathematics When Working with Learning Portfolios in Spanish University Classrooms
Research in teacher-training counsels that reflection should be fostered in order to prepare capable professionals for educational practice. For this reason, a teaching-learning process for training mathematics student-teachers in Spanish university classrooms incorporating an assessment system that included keeping a learning portfolio was analyzed.The results showed the difference between the assessment of student-teachers in reflection and the other aspects, and thus the need to use specific assessment instruments for the different capabilities being developed in the training process.
Updated: Jan. 19, 2009
The paper evaluates a programme of short alternative placements for final-year B.Ed. students in Northern Ireland. This programme aims to broaden student teachers’ experience and develop their transferable skills.
Updated: Jan. 19, 2009
This work seeks to assist the field of teacher education, both in the United States and internationally in gaining a better understanding of “dispositions,” and, at the same time to offer working connections between professional judgment and dispositions. It also provides grounding for the construct as “habits of mind” that render professional conduct more intelligent.
Updated: Jan. 07, 2009
Contrasting Paths to Small-School Reform: Results of a 5-year Evaluation of the Bill & Melinda Gates Foundation’s National High Schools Initiative
This article summarizes the results of a 5-year national evaluation of the first stage of the Bill & Melinda Gates Foundation’s initiative. The article focuses on two contrasting strategies to small-school reform: starting new small high schools, and converting large schools into smaller learning communities. For each strategy, it reports on the progress of the reform in its first several years, student outcomes, and key implementation factors that shape progress and outcomes for start-up and conversion schools.
Updated: Dec. 17, 2008
Building Effectiveness in Teaching through Targeted Evaluation and Response: Connecting Evaluation to Teaching Improvement in Higher Education
This article describes the development of a model for integrating student evaluation of teaching results with academic development opportunities. The model is described in new ways that take into account theoretical and practical developments in both fields.
Updated: Nov. 03, 2008