Search results for: Students' evaluation
Page 2/6 52 items
This study investigated the differences between trained Clinical Faculty (CF) and untrained cooperating teachers (CTs) in terms of their sense of self-efficacy for mentoring student teachers; ratings of student teachers’ performance; new teachers’ perceived competence; and new teachers’ perceived impact on K-12 student learning and development. The findings reveal that trained Clinical Faculty tended to have greater self-efficacy for mentoring. The findings showed that greater accuracy in assessing student teacher performance may result in stronger actual performance of student teachers placed with CF as compared to those placed with untrained CTs, as evidenced by comparably higher evaluations by university supervisors.
Updated: Feb. 10, 2015
The purpose of this article is to assess the level of argument and content of student teachers’ reflective writings over the course of two semesters. The results showed that the mean argument levels of students’ reflective essays differed between the two consecutive semesters. The results indicated that it is important to encourage students to focus on the content of the justification, dialogue and transformative learning in their reflective essays.
Updated: Jan. 20, 2015
Authentic Project-Based Design of Professional Development for Teachers Studying Online and Blended Teaching
This article describes an authentic project-based learning. The article overviews the approach and impact of an online professional development course for those in education and training, including school teachers and their schools in New Zealand and abroad. The data show that practice with online and blended learning during this course appears to have contributed to participants’ rate of adoption of similar approaches in their own professional contexts. The authors argue that the design of this postgraduate course can be seen to enhance relative advantages of online and blended learning in each student’s professional work, while also reducing the complexity of these innovations.
Updated: Dec. 31, 2014
This study examined learner dispositions and explored the identifying characteristics, skills, and the processes necessary to operate as a “Student Whisperer” to support students. Themes have been identified that generate a relational connection that can affect complex student dispositions: responsiveness over reaction, affirmations over criticisms, questions before assumptions, probe with compassionate questions, and act on unconditional acceptance.
Updated: Nov. 24, 2014
Quality of Learning Outcomes in an Online Video-Based Learning Community: Potential and Challenges for Student Teachers
The author investigates the learning outcomes of 25 student teachers in an online video-based learning community (VBLC). Based on Biggs and Collis's Structure of Observed Learning Outcomes (SOLO) taxonomy, the majority of comments and feedback were classified as uni-structural, but more sophisticated responses could also be found. The interviews revealed that the student teachers benefited from the opportunities of peer interaction and self-reflection.
Updated: Aug. 21, 2013
In this article, the author focuses on ways of embracing and managing a central dilemma of supervision: balancing support with assessment. The author used a case study method to analyze the interactions between eight student teachers and himself, their university field instructor. The author employed at least five different strategies to provide an educative balance of support and assessment of his student teachers’ work and progress: (a) a ‘‘back door’’ critique of their teaching; (b) a depersonalized approach to assessment; (c) a ‘‘green light’’ indication that they ‘‘passed'; (d) humor; and (e) a focus on student learning.
Updated: Aug. 07, 2013
The Technology Integration Confidence Scale (TICS) represents a measure of preservice teacher traits regarding technology integration training. This article describes new Item Response Theory analyses of multi-semester the TICS data. The author finds the TICS to function very well. The author also finds that TICS scores remain consistent from semester-to-semester.
Updated: Jul. 16, 2013
The authors review the compatibility of key purposes for Electronic Portfolios (EPs) in light of the changing landscape of their use in teacher education. The authors will focus on analyzing the key purposes of portfolios—student learning/ reflection and accountability/accreditation, followed by another purpose cited in the literature—employment. The authors will discuss the costs and benefits as perceived by the various stakeholders. The authors conclude with seven recommendations to forge productive middle ground between the multiple purposes for EP use .
Updated: Jun. 05, 2013
Going beyond the ‘PISA Shock’ Discourse: An Analysis of the Cognitive Reception of PISA in Six European Countries, 2001‑2008
This article analyzes the cognitive reception of PISA in six European countries which were studied in the European collective research project KNOWandPOL (Knowledge and Policy in Education and Health Sectors). The author proposes a specific theoretical framework which largely draws on some concepts and theoretical tools from the sociology of translation and their adaptation in policy analysis.
Updated: May. 29, 2013
The author argues that apart from increased visibility, what the Programme for International Student Assessment (PISA) has brought to education systems in Europe is interdependence. This is because one of the effects of comparison is that it creates representations of educational realities. Furthermore, comparison takes those previously separate and disparate pieces and brings them together into a whole, into one single entity – in the case of PISA, the league table, the report, the speech and so on.
Updated: May. 29, 2013