ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of Prospective Teachers' Conceptions of Assessment and Choices of Assessment Tasks
Author: Izci, Kemal
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Alternative Assessment,Preservice Teacher Education,Student Attitudes,Teacher Effectiveness,Pretests Posttests,Data Collection,Action Research,Program Implementation,Foreign Countries,Student Surveys,Statistical Analysis,Accountability,Formative Evaluation

Recent developments in students' assessment have required change in teachers' understanding and practices of assessment. Assessing student learning is an important skill that all teachers need to develop for effective teaching. However, it is a complex and difficult task to achieve because of the difficulties in changing teachers' traditional conceptions and practices related to assessment. Thus the study aims to investigate changes in prospective teachers' conceptions of assessment and their preference of assessment tasks after they completed an assessment course designed based on assessment for learning approach. The &quot;Teachers' Conceptions of Assessment Scale&quot; developed by Brown (2008) was used as pre/post-tests and an additional task was employed to elicit participants' preference of assessment tasks. Data collected from 118 prospective teachers, data of 89 prospective teachers, who completely responded to data collection tool, were analyzed to present findings. Results indicated that teachers' conceptions of assessment (school accountability, student accountability, improvement and irrelevance) did not significantly change while teachers' choices of assessment tasks significantly changed towards more use of alternative assessment tasks. The results showed that changing teachers' conceptions of assessment is complex and requires considering other factors such as experience and culture. The results also showed that assessment courses that were organized around assessment for learning approach encourage prospective teachers to choose and use more alternative assessment tasks.
Performance-Based Assessment: Meeting the Needs of Diverse Learners
Author: Tung, Rosann
Date: 2017-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Student Needs,Student Diversity,Alternative Assessment,Phenomenology,Educational Legislation,Federal Legislation,Elementary Secondary Education,Special Needs Students

Fueled by the No Child Left Behind Act (NCLB) and its focus on standardized testing, the U.S. assessment system has been driven by capitalism rather than educational benefit. Annually, the testing industry, which four companies monopolize, is valued at between $400 and $700 million. The testing industry drives Americans to spend $13.1 billion each year on test preparation. Besides the test makers, scorers, and preparation companies, this system is designed to advantage three primary stakeholders: (1) the testing industry's corporate executives, who earn in excess of $1 million annually; (2) education technology companies, which create online software applications for textbooks, workbooks, curriculum development, formative assessment, and the like; and (3) families, predominantly White, who have the resources to avail themselves of the courses, programs, software, and exposure that lead to higher standardized test scores (Strauss 2015; Alexandra 2016). In this introduction, Rosann Tung, director of Research &amp; Policy at the Annenberg Institute for School Reform at Brown University, provides a brief synopis of the articles presented in this issue of &quot;Voices in Urban Education&quot; (VUE). Tung writes that the articles propose an alternative to standardized testing, whose purpose is to sort and rank students and schools. This alternative, performance assessment, is personalized and rigoruous, and improves teaching and learning--thereby benefiting both students and teachers. Against a backdrop of the opportunities provided by the Every Student Succeeds Act (ESSA) and the challenges of a Trump/DeVos education administration seemingly committed to privatizing public education, performance assessment is an opportunity for public schools and districts to better meet the needs of all students and to use more relevant, engaging curriculum and instruction that prepares students for complex problem-solving and collaboration. Tung writes that some articles in this issue highlight how students like English language learners, Native Americans, students of color who live in poverty, and refugees benefit from performance assessments. She describes other articles presented as providing a focus on supporting implementation of performance assessments through teacher collaboration; school, district, and state networks; innovative uses of technology; and customized, teacher-led professional development. Tung closes with an expresssion of her hope that this collection of perspectives educates and inspires practitioners, researchers, and advocates to make performance assessment systems the norm rather than the exception.
Identity Affirmed, Agency Engaged: Culturally Responsive Performance-Based Assessment
Author: Rosa, Ricardo
Date: 2017-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Culturally Relevant Education,Student Needs,Performance Factors,Evaluation Criteria,Evaluation Methods,Educational Practices,Elementary Secondary Education

Performance-based assessment is unquestionably superior to the instrumental rationality of high-stakes standardized testing and the audit culture that testing regimes inspire. It is more likely to engender opportunities to witness the un-measureable: vision, imagination, and compassion. Performance assessments must be culturally responsive in order to truly serve the needs of students from all backgrounds. It must minimize the distance between learning and everyday life--a gap so often dismissed in schooling. It must be critical in stimulating engaged learning, and it must be critical in provoking social agency. If performance-based assessment is going to be of any value, it must be situated within a comprehensive process that animates educators to move beyond our own comfort zones and assist us in being more self-reflective, equity minded, and socially engaged.
The Effect of Using Self-Monitoring Strategies in Social Studies Course on Self-Monitoring, Self-Regulation and Academic Achievement
Author: Arslantas, Suleyman
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Management,Social Studies,Academic Achievement,Metacognition,Mixed Methods Research,Control Groups,Experimental Groups,Pretests Posttests,Questionnaires,Learning Strategies,Secondary School Students,Comparative Analysis,Instructional Effectiveness,Teaching Methods,Foreign Countries

In an attempt to clarify the behavioral differences and a dimension of the individual's metacognitive processes, Snyder introduced the &quot;Self-Monitoring Theory&quot; in 1974. According to the theory, individuals differ in the extent to which they control their self-presentation in social interactions. Some people can observe and control their self-presentation and expressive behaviors. Besides, they are sensitive to cues indicating what expression or behavior is appropriate in any case. This sensitivity has been called &quot;Self-Monitoring&quot; skill (Snyder, 1974). In this study the effect of setting &quot;Self-Monitoring&quot; strategies during and after the Social Studies course on self-monitoring, self-regulation and academic achievement levels of the students has been investigated. In the present study, a mixed methods approach was taken, and an experimental design with pre-test and post-test and control group was used in the study. The study was carried out with three groups (two experimental groups and one control group). In the qualitative dimension of the study, the opinions of 10 classroom teachers and 20 students were gathered using Fixed Format Questionnaire. Quantitative data were analyzed using the SPSS 15 program and qualitative data were analyzed through descriptive analysis. As a result of the study, it has been observed that self-monitoring strategies used in Social Studies course had an effect on the students' self-monitoring and development of academic performance levels, but they had no effect on their self-regulation skills. Conducting the courses or themes such as &quot;Me and others&quot; taught in some countries in our country will help us to raise a happy, well-adjusted and productive individual. Thus, more and specific time can be devoted to raising individuals who can monitor themselves in a balanced way.
A Historical Analysis of Primary Mathematics Curricula in Terms of Teaching Principles
Author: Ozmantar, Mehmet Fatih
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational History,Educational Principles,Elementary School Mathematics,Mathematics Curriculum,Curriculum Evaluation,Comparative Analysis,Qualitative Research,Content Analysis,Mathematics Instruction,Politics of Education,Foreign Countries

This study carries out a comparative analysis of primary mathematics curricula put into practice during Turkish Republican period. The data for this study are composed of official curricula documents which are examined in terms of teaching principles. The study adopts a qualitative approach and employs document analysis method. The official documents are examined via content analysis technique. The analysis distinguishes a set of teaching principles envisioned to achieve effective mathematics instruction. A historical comparison of the principles indicates certain variations in the prescriptions of curricula documents as well as several features that remain unchanged throughout the Republican period. The importance of these principles for an effective mathematics teaching is discussed and certain suggestions for future curriculum development efforts have been presented.
Case Study: The New York Performance Standards Consortium
Author: Robinson, Gareth
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Consortia,Academic Standards,Performance Based Assessment,Evaluation Methods,Teaching Methods,Educational History,Program Effectiveness,Elementary Secondary Education

The story of the Institute for Health Professions at Cambria Heights illustrates the positive impact of using performance assessments rather than relying on the state Regents exams.
University-School Collaboration as a Tool for Promoting Pre-Service Mathematics Teachers' Professional Skills
Author: Kilic, Hulya
Date: 2017-00-00
Type: Journal Articles
Subjects: College School Cooperation,Preservice Teacher Education,Preservice Teachers,Mathematics Skills,Knowledge Base for Teaching,Teacher Educators,Observational Learning,Reflection,Interviews,Transcripts (Written Records),Protocol Analysis,Protocol Materials,Modeling (Psychology),Grade 6,Training Methods,Participant Satisfaction,Foreign Countries

In this paper, we discuss pre-service mathematics teachers' professional gains from a university-school collaboration where they were given opportunity to observe two teacher educators' instructional practices in a 6th grade classroom, interact with students in one-to-one fashion and reflect on the teacher educators' and their own practices. Three pre-service teachers out of nine volunteers attended all modelling and practice sessions for 20 weeks. The data collected through interviews, field notes, videos of both class activities and group reflections and written reflections. All nine pre-service teachers appreciated the value of working closely with students in a school setting rather than just observing the teachers. Furthermore, they gained experience about noticing students' mathematical thinking and critically analyzing their own practices.
Is Chess Just a Game, or Is It a Mirror That Reflects the Child's Inner World?
Author: Gunes, Gokhan
Date: 2017-00-00
Type: Journal Articles
Subjects: Games,Preschool Education,Preschool Children,Learning Processes,Foreign Countries,Questionnaires,Coding,Student Attitudes,Self Concept,Moral Development,Competition,Psychological Patterns,Statistical Analysis

Children learn so many things (rules, science, mathematics, etc.) by the help of the games. Chess is also an enjoyable game for most children. The chess grandmaster Karpov stated that chess is everything--art, science, and sport. However, this raises the questions concerning how children evaluate chess and whether chess reflects the child's inner worlds? The purpose of this study is to investigate how children evaluate chess, to understand children's inner world via chess and also examine the children's chess analogies. The study was carried out with 87 six year old children (42 girls and 45 boys), from a public preschool in Ankara, during the spring of 2015-2016 academic year. The Children's Chess Questionnaire used as the data collection instrument in this study. A descriptive analysis method was used to classify the children's responses. The findings show that children have positive attitudes to chess and chess reflects their inherent desire to win. This is a product of the ego just because the ego always tries to protect the organism from all kind of harmful effects, especially internal effects. Furthermore, children are able to make various analogies between chess and real life.
Semantic Structure of Classroom Discourse Concerning Proof and Proving in High School Mathematics
Author: Ugurel, Isikhan
Date: 2017-00-00
Type: Journal Articles
Subjects: Semantics,Secondary School Mathematics,Mathematical Logic,Validity,Classroom Environment,Foreign Countries,Mathematics Education,Discourse Analysis,Qualitative Research,Secondary School Science,Mathematics Teachers,Geometry,Grade 11,Discussion (Teaching Technique),Secondary School Students,Teacher Student Relationship,Semiotics,Linguistics,Interviews

This study tries to identify high school students' knowledge about the concept of proof, based on classroom discussion. The processes of discourses, both natural and prompted, are studied as they occur between students and teachers. The study employs discourse analysis as the qualitative research framework. Participants are 13 Science High School students from Izmir (Turkey) in 11th grade and two mathematics and geometry teachers. Data gathered consist of 53 filmed mathematics and geometry classes, recorded over three months, plus researchers' field notes. The focus of the study is on verbal discourse in the classroom between teachers and students. 18 recorded discourses were analyzed after transcription. The theoretical framework of the study is dependent on the social semiotics, with Halliday's Systemic Functional Linguistics model (SFL) used in the analysis. In the SFL model there are three main components; field of discourse, tenor of discourse, and mode of discourse. This study presents findings and analysis results based on the field of discourse. Emergent findings showed important effects of teacher-student in-class discourses (in terms of the structure, diversity, and pattern characteristics) on the students? learning about proof and knowledge constructions.
Development of Pedagogical Content Knowledge of Classroom Teachers on the Numbers in Terms of Two Components
Author: Gokkurt Ozdemir, Burcin
Date: 2017-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Preservice Teachers,Elementary School Teachers,Mathematics Instruction,Foreign Countries,Numbers,Mathematics Skills,Comparative Analysis,Tests,Statistical Analysis,Knowledge Level,Teaching Methods

The aim of the study is to examine whether classroom teachers' Pedagogical Content Knowledge (PCK) on numbers develops in the period from their university education to their active teaching profession. Cross-sectional comparative study method was used in this research in order to examine what kind of development classroom teachers? pedagogical content knowledge exhibited from their university education to the period in which they actively operate within teaching profession. The sample of the study is composed of 164 pre-service teachers and 53 in-service teachers working in different primary schools in the province. The Mathematics Pedagogical Content Knowledge Test (MPCKT) developed by Kwong, et al. (2007) was used as a data collection tool. According to the results of the study, it was observed that knowledge levels of the prospective teachers in terms of PCK sub-components has not developed as directly proportional depending on the class level and teaching profession.
The Impact of the Immediate Feedback Assessment Technique on Course Evaluations
Author: Maurer, Trent W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Feedback (Response),Course Evaluation,Summative Evaluation,Grade Inflation,Tests,Scores,Multiple Choice Tests,Achievement Gains,Credits,Undergraduate Students,Likert Scales,Introductory Courses,Family Programs,Hypothesis Testing,Child Development,Evaluation Methods,Multivariate Analysis,Statistical Analysis

This project reports the results of two studies that investigated the impact on course evaluations of using partial credit iterative responding (PCIR) with the Immediate Feedback Assessment Technique (IF-AT) forms on summative course assessments. This project also quantifies grade inflation from utilizing different PCIR schemes and documents the percentage of possible partial credit students earned. Study 1 compared evaluations in courses where exams were manipulated. Study 2 compared evaluations in courses where daily reading quizzes were manipulated. Results from Study 1 revealed that multiple course evaluation scores increased 10% in the PCIR condition. Students earned 75% of the partial credit available through PCIR, which resulted in a 10% increase in their exam scores. Results from Study 2 revealed no difference in course evaluations between conditions. Students earned roughly 40% of the partial credit available through PCIR, resulting in a 4 to 8% increase in their quiz scores, depending on the PCIR scheme.
Conceptualizing and Communicating SoTL: A Framework for the Field
Author: Miller-Young, Janice
Date: 2015-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Interdisciplinary Approach,Educational Research,Research Methodology,World Views,Learning Theories,Definitions,Theory Practice Relationship

The emerging field of SoTL is an inherently interdisciplinary endeavor which requires embracing a diverse range of research methods and disciplinary differences in world views. This diversity has caused a lack of coherence in its conceptualization and communication, which can be confusing for new scholars. Ongoing debates in the community concern the use of theory and methodology, as well as definitional questions of what constitutes SoTL and the nature of its purpose. This article offers a framework for conceptualizing the field which attempts to broadly delineate the available learning theories underlying and methodologies appropriate to studying teaching and learning, while intending to be hospitable to a broad range of diverse disciplines. Further, the framework illustrates the tacit links between learning theories and methodologies, serving as a guide to potential approaches to SoTL work. The framework is illustrated with example SoTL studies. It is hoped that the framework will help ground future SoTL investigations in appropriate theories and methodologies, and build interdisciplinary communication and understanding in the &quot;trading zone&quot; that is SoTL.
Students as Co-Inquirers in Australian Higher Education: Opportunities and Challenges
Author: Bell, Amani
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Opportunities,Barriers,Inquiry,Teacher Student Relationship,Partnerships in Education,Teacher Collaboration,Change Agents,Student Research,Instructional Innovation,Educational Benefits,Educational Practices,Educational Research,Context Effect,Change Strategies

While the model of students and staff working in partnership to enhance university education is well-established internationally, it is still an emerging field in Australia where most of such initiatives involve only small numbers of students. This paper examines the opportunities and challenges for students-as-co-inquirers initiatives in Australia. Drawing on a review of the literature, a consideration of theory, and discussions with colleagues, I propose ways in which students as co-inquirers practice and research might move forward, both in Australia and globally. [This article contains a student response by Matthew Teal.]
Students as Partners: Reflections on a Conceptual Model
Author: Healey, Mick
Date: 2016-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Student Participation,Undergraduate Students,Teacher Student Relationship,Models,Educational Practices,Educational Policy,Partnerships in Education,Communities of Practice,Foreign Countries

This article reflects on a conceptual model for mapping the work that fits under the broad heading of students as partners in learning and teaching in higher education (Healey, Flint, &amp; Harrington, 2014). We examine the nature and purpose of the model with reference to specific examples, and reflect on the potential and actual uses of the model in the development of practice and policy, focussing particularly on students as co-inquirers in SoTL. The article also provides a framework for the other articles in a special section of &quot;Teaching &amp; Learning Inquiry&quot; on students as co-inquirers. [This article contains a student response by Lianne van Dam.]
The Ebb and Flow of Educational Change: Change Agents as Negotiators of Change
Author: McGrath, Cormac
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Change,Change Agents,Universities,Persuasive Discourse,Educational Development,Capacity Building,Leadership Role,Undergraduate Students,College Faculty,Organizational Communication,Personal Narratives,Teacher Attitudes,Change Strategies,Foreign Countries,Interviews,Structured Interviews

In this paper, we are concerned with how change agents go about and experience change implementation in higher education. We identified change agents and interviewed them about how they implement change. Empirical data was analysed using a theoretical framework of change. The findings suggest that change in the university is enacted through a process of negotiation. The findings of this study may offer academic developers, pedagogical leaders, and change agents insight into the complex nature of the change process and inform change agents as to the complex nature and importance of their role.