ethanporcaro/eric-fulltext-meta huggingface dataset:
Using a Cross-Institutional Collaborative Model to Deliver a National Roundtable Conference on Assessment: A Case Study
Author: Brown, Natalie
Date: 2008-00-00
Type: Journal Articles
Subjects: Institutional Cooperation,Case Studies,Feedback (Response),Leadership,Models,Guidelines,Conferences (Gatherings),Foreign Countries,Student Evaluation,College Faculty,Qualitative Research,Surveys,Statistical Analysis,Likert Scales

This paper describes the organisation, preparation and delivery of a major project, namely, a national roundtable conference on assessment, in the context of a wider project involving the development and application of a model of collaboration between tertiary institutions based on a distributive leadership framework. It analyses feedback received from round table participants and comments on both the utility and the limitations of the adopted model for the purpose of the round table project.
Assessment in First Year University: A Model to Manage Transition
Author: Taylor, Janet A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Undergraduate Students,College Freshmen,Student Evaluation,Evaluation Methods,Transitional Programs,Achievement,Mathematics Education,Engineering Education,Computer Science Education,Communications,Nursing Education,Foreign Countries,Student Adjustment,Models,Formative Evaluation,Summative Evaluation

For most students assessment guides their study and learning practice. Yet in the literature associated with the first year of study at university, few have mobilised the power of assessment to develop and engage first year undergraduate students. This paper presents a model of assessment for first year students which separates the semester into three overlapping assessment phases: assessment for transition, assessment for development and assessment for achievement. The implementation and usefulness of the model is supported by examples from mathematics, engineering, computing, communication and nursing studies at the University of Southern Queensland (USQ). Particular attention is paid to assessments for transition which occur early in the semester and are linked more closely with processes than specific content. Evidence is collated on the success of assessments in improving the participation of students, especially distance education students.
Graphic Design Education: A Revised Assessment Approach to Encourage Deep Learning
Author: Ellmers, Grant
Date: 2008-00-00
Type: Journal Articles
Subjects: Graphic Arts,Art Education,Teaching Methods,Foreign Countries,Creativity,Outcomes of Education,Learner Engagement,Formative Evaluation,Feedback (Response),Critical Thinking,Higher Education,Performance Based Assessment,Art,Design

In this paper we outline the review and iterative refinement of assessment procedures in a final year graphic design subject at the University of Wollongong. Our aim is to represent the main issues in assessing graphic design work, and informed by the literature, particularly &quot;notions of creativity&quot; (Cowdroy &amp; de Graaff, 2005), to develop and incorporate assessment procedures that allow creative ability to be assessed with greater transparency and objectivity. In the first iteration we developed a structure to standardise and clarify the existing model for the subject. Once this structure was in place we identified issues that would benefit from a review of the literature on assessment in the creative disciplines and the broader field of pedagogy. We marked the shift from surface approaches to learning to deep approaches to learning (Moon, 1999) at the point where we identified gaps in the learning outcomes. Our response was to move the focus from the outcome to the process and to introduce a staged assessment procedure with a stronger emphasis on formalised reflection, cycling throughout the design process. We divided the learning process into two streams: thinking and making as a means to clarify facets of learning. As we continue to refine this model we note and respond to the relationship between assessment and learning. We propose ideas for future investigation, based on identifying levels of design thinking achieved by students in the most recent iteration of the program, and how these might be improved. A bibliography is included.
Assessment in the Professional Experience Context
Author: Brown, Natalie
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Experience,Teacher Education Programs,Preservice Teachers,Performance Based Assessment,Theory Practice Relationship,Practicums,Formative Evaluation,Summative Evaluation,Teacher Evaluation,Surveys,Interviews,Use Studies,Usability,Data Analysis,Qualitative Research,Statistical Analysis,Likert Scales

Professional Experience is a key component of teacher education programs, bringing together the different disciplines of Education into a real-world setting. Helping pre-service teachers see theory in practice and begin to put theory into practice requires a close and explicit linkage between the coursework and practicum. A shared discourse that is accessible to pre-service teachers, field-based colleague teachers and university lecturers is an essential element in this process, particularly as there is an embedded assessment component. This project describes the evaluation of an assessment rubric developed for Professional Experience in the Bachelor of Teaching at UTAS.
Demonstrating Scholarship and Effectiveness of Teaching through the Application of Data Collected from Concept Maps
Author: Francis, Raymond W.
Date: 2007-00-00
Type: Journal Articles
Subjects: Scholarship,Teacher Effectiveness,Data Collection,Concept Mapping,College Faculty,Undergraduate Students,Undergraduate Study,Graduate Study,Comparative Analysis,Teaching Methods,Academic Achievement,Data Analysis,Teacher Promotion,Tenure,Higher Education,Instructional Materials

College faculty face the ongoing dilemma of balancing the professional emphasis on student learning with the administrative task of documenting student performance related to reappointment, promotion, and tenure. As tools in the undergraduate and graduate programs of an institution of higher learning, concept maps provide faculty with interesting and effective ways to assess learning by students in all academic areas. Concept maps can give students and faculty meaningful information about student performance. These tools are objective, meaningful assessments through which the instructor can monitor student progress, self-evaluate classroom performance, and revise the delivery of instruction in the collegiate classroom.
Integrating Graduate Attributes with Assessment Criteria in Business Education: Using an Online Assessment System
Author: Thompson, Darrall
Date: 2008-00-00
Type: Journal Articles
Subjects: Business Administration Education,Evaluation Criteria,Feedback (Response),Self Evaluation (Individuals),Student Evaluation,Undergraduate Students,Competence,Foreign Countries,Action Research,Student Surveys

This paper describes a study of the integration of graduate attributes into Business education using an online system to facilitate the process. &quot;ReView&quot; is a system that provides students with criteria-based tutor feedback on assessment tasks and also provides opportunities for online student self-assessment. Setup incorporates a process of &quot;review&quot; whereby assessment criteria are grouped into graduate attribute categories and reworded to make explicit the qualities, knowledge and skills that are valued in student performance. Through this process, academics clarify and make explicit the alignment of assessment tasks to learning objectives and graduate attribute development across units and levels of a program of study. Its application in three undergraduate Business units was undertaken as a collaborative action research project to improve alignment of graduate attributes with assessment, identification of assessment criteria and feedback to students. This paper describes the use of Review and presents an analysis of post-ReView data that has institutional implications for improving assessment and self-assessment practices.
Teaching Law to Accounting and Business Students: A Cumulative Dual Model
Author: Ewang, Fritz
Date: 2008-00-00
Type: Journal Articles
Subjects: Law Related Education,Accounting,Business Administration Education,Undergraduate Students,Comparative Analysis,Lecture Method,Problem Based Learning,Learning Strategies,Questionnaires,Instructional Effectiveness,Likert Scales,Interviews,Outcomes of Education,Academic Achievement,Foreign Countries

This article presents a reflection and comparison of two of my teaching pedagogical approaches for the Business Organisations Law curriculum to undergraduate non-law students at Charles Sturt University. The purpose is to compare and evaluate efficacy of a traditional, lecture-based learning (LBL) with a combination of LBL and problem-based learning (PBL) in improving performance and outcomes for students enrolled in the accounting and business degrees. Research methods to compare outcomes and performances were evaluated using modified versions of several LBL and PBL related survey questionnaires and a Study Process Questionnaire (SPV) developed by John Biggs for use with Australian tertiary students, and validated for use with students in several Asian countries. Data regarding students' perceptions of LBL and a combination of LBL and PBL were further collected using a 13-point interview questionnaire. Responses from a Likert scale were calculated in percentages and considered in terms of a mean response and data from the qualitative responses coded in NVIVO and analysed thematically. Also, &quot;tests scores&quot; (assignments and final exam results--mostly problem questions) from a traditional LBL class were compared with the scores from a mixture of both LBL and PBL. Though groups' means of both LBL and PBL were closer, the results combined with other indicia revealed that students studying the course through a combination of both lectures and PBL tutorials in a teaching session performed significantly better. The paper recommends a cumulative dual approach as effective course delivering methods. A bibliography is included.
Faculty Perceptions of the Professional Development Workshops Conducted at Sultan Qaboos University
Author: Al-Musawi, Ali S.
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Attitudes,Professional Development,Workshops,Public Colleges,Universities,Needs Assessment,Technology Integration,Educational Objectives,Learning Modules,Program Implementation,Program Evaluation,Questionnaires,Likert Scales,Data Analysis,Prior Learning,Knowledge Level,Educational Benefits,Participant Satisfaction,Faculty Development,Qualitative Research

This study was conducted to analyse the faculty perceptions of the development workshops conducted at Sultan Qaboos University, the only public university in the Sultanate of Oman. Following a needs assessment, a proposed plan for professional development workshops was developed, with the resultant workshops being delivered in 2001. Findings show that most participants positively perceive the components of the workshops, which reflect to some extent, the participants' satisfaction. Qualitative analysis of data shows that the participants see some strengths, weaknesses, and improvements in these workshops. The study summarises the conclusions, implications and recommendations.
The Experience of Implementing an Interprofessional Research Methods Course for Student Health Professionals of Population Healt and Clinical Practice. Getting the Right Fit
Author: Wilson, Anne
Date: 2008-00-00
Type: Journal Articles
Subjects: Program Implementation,Research Methodology,Methods Courses,Nursing Education,Graduate Students,Nurses,Clinical Experience,Curriculum Design,Interdisciplinary Approach,Team Teaching,Qualitative Research,Cooperative Learning,Interaction,Action Research,Feasibility Studies,Program Evaluation,Student Surveys,Student Satisfaction,Formative Evaluation,Summative Evaluation,Feedback (Response),Health Personnel,Foreign Countries

Purpose: This paper reports on the adaptation of an existing interpretive and critical research methods course in nursing for postgraduate student health professionals in a School of Population Health and Clinical Practice. Methods: A cyclical approach of inquiry, reflection and planning was undertaken by the teaching team to make changes to the existing course for implementation for the current and following academic year. Critical reflections from two student evaluations during the course contributed to the re-design. Main Findings: Two main findings emerged: (1) cross-disciplinary teaching teams can work successfully if there is true collaboration of stakeholders; and (2) it is feasible to conduct an effective interdisciplinary qualitative research methods course for student health professionals. Conclusions: Interdisciplinary research methods courses need to be structured so that students interact with each other to enhance their knowledge of other disciplines and value learning about other professional viewpoints and issues.
Learning from Psychotherapy for Postgraduate Supervision
Author: Arnold, Josie
Date: 2008-00-00
Type: Journal Articles
Subjects: Psychotherapy,Graduate Students,Supervision,Teaching Methods,Academic Discourse,Story Telling,Semiotics,Learning Processes,Models,Mentors,Foreign Countries,College Faculty,Teacher Student Relationship,Doctoral Programs

This paper explores some of the ways in which our insights into the pedagogy of postgraduate supervision may benefit from understanding some of the attributes of psychotherapy. It proposes that psychotherapy involves teaching and learning processes that can be fruitfully compared with the idealised pedagogical model of the dialectic. It develops insights into postgraduate supervision as pedagogy by interrogating the intersection of teaching and learning with some aspects of psychotherapy. In doing so, it shows how those pedagogical aspects of psychotherapy can enable a deeper understanding and richer practising of postgraduate supervision. This paper works within a model postulated by Gregory Ulmer. In his development of an idea that there is in academic writing the self and the researched, the conscious intellectual semiotic and that arising from storytelling, Gregory Ulmer surveys the idea of &quot;mystories.&quot; This word encompasses the self, the story and the mystery of this. I propose my own version of this as the &quot;subjective academic narrative.&quot; (A bibliography is included.)
Student Satisfaction with Cooperative Learning in an Accounting Curriculum
Author: Farrell, Brian J.
Date: 2008-00-00
Type: Journal Articles
Subjects: Student Attitudes,Cooperative Learning,Accounting,Social Environment,Interpersonal Competence,Interpersonal Communication,Writing Skills,Questionnaires,Foreign Countries,Undergraduate Students,Teamwork,Cultural Background,Second Languages,Native Language,Group Dynamics,Workshops,Likert Scales

Cooperative learning has been introduced into International Accounting, a second year subject at a major Australian university. The purpose was to provide students with a satisfying experience of learning within a social context and to develop their interpersonal, professional and written communication skills. The main data were collected during the Spring Semester 2005. In the penultimate lecture, a questionnaire was distributed to each of the students present. Findings suggest that despite some difficulties, the majority of students reported that cooperative learning created supportive team experiences that assisted them to develop discussion skills and better engage with the content of International Accounting.
Principals&apos; Supervision and Evaluation Cycles: Perspectives from Principals
Author: Hvidston, David J.
Date: 2016-05-00
Type: Journal Articles
Subjects: Principals,Statistical Analysis,Supervision,Administrator Surveys,Administrator Evaluation,Novices,Expertise,Online Surveys,Formative Evaluation,Likert Scales,Educational Administration

The goals for this quantitative study were to examine principals' perceptions regarding supervision and evaluation within their own evaluations. Three research questions guided the inquiry: (1) What are the perceptions of principals' regarding their own supervision?; (2) What are the perceptions of principals' regarding their own evaluation?; and (3) What are the perceptions of novice and experienced principals' regarding formative supervision? This study followed a descriptive format and used a 20 item on-line survey to measure principals' perceptions. Participants solicited included 275 principals in a Mountain West state. Overall, principals were in agreement with 19 out of 20 statements describing their own supervision and evaluation, and principals with three or less years of experience believed superintendents used classroom walk-throughs as a way to monitor classroom instruction more than experienced principals. In addition, principals with three or less years of experience viewed the feedback in their evaluations as more valuable than experienced principals.
Exploring Ethics and Teacher Conduct in a Suburban School District: Implications for School Leaders
Author: Torres, Mario
Date: 2015-11-00
Type: Journal Articles
Subjects: Ethics,Teacher Behavior,Suburban Schools,Teacher Attitudes,Self Disclosure (Individuals),School Policy,Elementary School Teachers,Educational Malpractice,Beliefs,Questionnaires,Teacher Responsibility

The relationship between academic dishonesty and ethics has received minimal attention in the research literature. Due in part to the added pressure and stress induced by accountability mandates, researchers hypothesized new demands could trigger an array of undesirable responses. This study examined the relationship between teachers' perspectives of their ethical orientation and their self-reported behavior regarding academic policies. Utilizing a survey instrument to capture perspectives on academic decisions, data were collected from elementary teachers (N=155) in one suburban school district within a large metropolitan area in Southeast Texas. The data were then analyzed using both descriptive and inferential statistical tests. The results suggest elementary teachers did report engaging in academic misconduct to some degree. The findings suggest, as well, that reported misconduct was significantly related to the ethical viewpoint of the respondent. Collaboration and professional development are discussed as potential interventions at reducing academic impropriety.
The Course Improvement Flowchart: A Description of a Tool and Process for the Evaluation of University Teaching
Author: Morgan, Philip
Date: 2008-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Instructional Effectiveness,Flow Charts,Program Improvement,Instructional Improvement,Evaluation Methods,Research Methodology,Quality Assurance,Feedback (Response),Accountability,Credibility,College Instruction,Foreign Countries

The use of evaluation to examine and improve the quality of teaching and courses is now a component of most universities. However, despite the various methods and opportunities for evaluation, a lack of understanding of the processes, measures and value are some of the major impediments to effective evaluation. Evaluation requires an understanding of what to evaluate, how to evaluate it, how to collect and analyse the information and how to action and implement what has been learned. The aim of this paper is to describe an instrument to document not only the evaluative process, but also evaluative outcomes. The Course Improvement Flowchart (CIF) provides a template for the application of an action inquiry framework. Throughout this process, the CIF template can be used to document key recommendations emanating from multiple sources of feedback so that a proactive statement of intent or action plan for teaching and course improvement is written. The resultant improvements that may be achieved in teaching and course quality may lead to more satisfying teaching experiences, improved student outcomes and heightened professional growth as a teacher.
Book Study Blogs: Creating Self-Sustaining Online Learning Communities for Graduate Students of Educational Leadership
Author: Stonehouse, Pauline P.
Date: 2015-11-00
Type: Journal Articles
Subjects: Graduate Students,Communities of Practice,Educational Administration,Leadership Training,Sustainability,Computer Mediated Communication,Doctoral Programs,Cooperative Learning,Peer Evaluation,Self Evaluation (Individuals),Expectation,Group Dynamics,Time Management,Usability,Web 2.0 Technologies

Collaborative online learning has been adopted at all levels of education, in PK-12 public schools and universities, yet studies find student responses to the experience somewhat unpredictable. In this study, the authors draw on the practice of incorporating book study blogs at the University of North Dakota to engage doctoral students in a collaborative discourse and knowledge creation. Self- and peer-assessment data derived from end-of-course evaluations in 2009, 2010, 2012, and 2014 are used to frame a discussion concerning the development of self-regulating online collaborative learning communities. This study highlights positive outcomes for book study teams sharing high expectations of academic achievement and professional behavior, supportive relationships, and modeling of leadership qualities.
Leading into the Future: Perceptions of School Board Presidents on the Essential Knowledge and Skills for Superintendent Preparation Programs
Author: Tripses, Jenny
Date: 2015-11-00
Type: Journal Articles
Subjects: Governing Boards,Presidents,Administrator Attitudes,Superintendents,Administrator Education,Leadership Training,Expectation,Competence,Accountability,Board Administrator Relationship,Administrator Role,Administrator Surveys,Likert Scales,Statistical Analysis,Gender Differences,Standards,Administrator Characteristics,Educational Objectives,Educational Legislation,Federal Legislation

Reports in the media on American public schools are pretty dismal. Accountability measures enacted with the passing of the No Child Left Behind Law of 2002 include federal and state sanctions for school districts not making adequate yearly progress on state assessments. Typically these results are published locally, which only increases the perception that many American schools are failing to prepare students for the future. Often educators and in particular school leaders are scapegoated in the absence of any other solutions to educate American youth. Marzano and Waters (2009) provide more promising evidence related to American schools. Their meta-analysis, which sought to uncover deeper understandings of the underlying relationships between district leadership and student achievement revealed, &quot;when district leaders are carrying out their leadership responsibilities effectively, student achievement across the district is positively affected&quot; (p. 5). &quot;The accountability movement has put school boards in a new, unfamiliar environment&quot; (Marzano &amp; Waters, 2009, p. 77). Historically, school boards have not focused to any great extent upon student achievement. This study sought the perceptions of sitting school board presidents of expectations for their superintendent. Findings of the study reveal these school board presidents fully support ISLLC and ELCC standards, which provide the foundation for superintendent preparation programs. Female board presidents' perceptions of the importance of several factors were stronger than their male counterparts.