Teachers\u27 Perceptions of a 360-Degree Feedback Process

In recent years, the 360° feedback process, which originated in the business world in the 1980s, has been increasingly used for the purpose of teacher evaluation. When this is done, feedback from peers, parents and students, as well as teacher self-reflection and student achievement data, are used in addition to more traditional evaluation strategies. Despite its growing popularity, however, there have been very few published studies about the impact of the 360° feedback process in the business world and even fewer in the field of education. The overarching purpose of this qualitative study was to discover teachers\u27 perceptions of a 360° feedback system. The following questions were used to guide the inquiry: (a) What are teachers\u27 perceptions of 360° feedback? (b) What sources and kinds of feedback do teachers find helpful? (c) How do teachers use feedback to improve instruction and student performance? (d) How do teachers deal with the emotional aspect of receiving critical feedback on their performance? The focus was on the perceptions of ten teachers who worked in an American school in Asia. Data were gathered primarily through interviewing. In addition, a focus group discussion with an additional eleven teachers was used to triangulate the initial findings. The focus group procedures entailed presenting the findings in a Reader\u27s Theater format and asking participants to comment on what they had seen and heard in the performance. The findings suggest that: (a) students are considered the most valuable source of feedback on a teacher\u27s performance with parents perceived as the least valuable, primarily because they have not observed the teacher in the classroom. (b) Working with a peer in a collaborative environment appears to be the most desirable situation for sharing peer-to-peer feedback. (c) The cultivation of a non-threatening, non-competitive school culture encourages teachers to reflect critically on their teaching. (d) Using a teacher evaluation process for both formative and summative purposes is problematic. (e) The costs of implementing the system may outweigh the benefits. (f) Using a Reader\u27s Theater format was an effective method of presenting data for the purposes of generating a focus group discussion

Mapping biological ideas: Concept maps as knowledge integration tools for evolution education

Many students leave school with a fragmented understanding of biology that does not allow them to connect their ideas to their everyday lives (Wandersee, 1989; Mintzes, Wandersee, & Novak, 1998; Mintzes, Wandersee, & Novak, 2000a). Understanding evolution ideas is seen as central to building an integrated knowledge of biology (Blackwell, Powell, & Dukes, 2003; Thagard & Findlay, 2010). However, the theory of evolution has been found difficult to understand as it incorporates a wide range of ideas from different areas (Bahar et al., 1999; Tsui & Treagust, 2003) and multiple interacting levels (Wilensky & Resnick, 1999; Duncan & Reiser, 2007; Hmelo-Silver et al., 2007). Research suggests that learners can hold a rich repertoire of co-existing alternative ideas of evolution (for example, Bishop & Anderson, 1990; Demastes, Good, & Peebles, 1996; Evans, 2008), especially of human evolution (for example, Nelson, 1986; Sinatra et al., 2003; Poling & Evans, 2004). Evolution ideas are difficult to understand because they often contradict existing alternative ideas (Mayr, 1982; Wolpert, 1994; Evans, 2008). Research suggests that understanding human evolution is a key to evolution education (for example, Blackwell et al., 2003; Besterman & Baggott la Velle, 2007). This dissertation research investigates how different concept mapping forms embedded in a collaborative technology-enhanced learning environment can support students’ integration of evolution ideas using case studies of human evolution. Knowledge Integration (KI) (Linn et al., 2000; Linn et al., 2004) is used as the operational framework to explore concept maps as knowledge integration tools to elicit, add, critically distinguish, group, connect, and sort out alternative evolution ideas. Concept maps are a form of node-link diagram for organizing and representing connections between ideas as a semantic network (Novak & Gowin, 1984). This dissertation research describes the iterative development of a novel biology-specific form of concept map, called Knowledge Integration Map (KIM), which aims to help learners connect ideas across levels (for example, genotype and phenotype levels) towards an integrated understanding of evolution. Using a design-based research approach (Brown, 1992; Cobb et al., 2003), three iterative studies were implemented in ethnically and economically diverse public high schools classrooms using the web-based inquiry science environment (WISE) (Linn et al., 2003; Linn et al., 2004). Study 1 investigates concept maps as generative assessment tools. Study 1A compares the concept map generation and critique process of biology novices and experts. Findings suggest that concept maps are sensitive to different levels of knowledge integration but require scaffolding and revision. Study 1B investigates the implementation of concept maps as summative assessment tools in a WISE evolution module. Results indicate that concept maps can reveal connections between students’ alternative ideas of evolution. Study 2 introduces KIMs as embedded collaborative learning tools. After generating KIMs, student dyads revise KIMs through two different critique activities (comparison against an expert or peer generated KIM). Findings indicate that different critique activities can promote the use of different criteria for critique. Results suggest that the combination of generating and critiquing KIMs can support integrating evolution ideas but can be time-consuming. As time in biology classrooms is limited, study 3 distinguishes the learning effects from either generating or critiquing KIMs as more time efficient embedded learning tools. Findings suggest that critiquing KIMs can be more time efficient than generating KIMs. Using KIMs that include common alternative ideas for critique activities can create genuine opportunities for students to critically reflect on new and existing ideas. Critiquing KIMs can encourage knowledge integration by fostering self-monitoring of students’ learning progress, identifying knowledge gaps, and distinguishing alternative evolution ideas. This dissertation research demonstrates that science instruction of complex topics, such as human evolution, can succeed through a combination of scaffolded inquiry activities using dynamic visualizations, explanation activities, and collaborative KIM activities. This research contributes to educational research and practice by describing ways to make KIMs effective and time efficient learning tools for evolution education. Supporting students’ building of a more coherent understanding of core ideas of biology can foster their life-long interest and learning of science

Ecology and emergence: Understanding factors that drive variation in process quality and clinical outcomes in general practice

Clinical practice variation (CPV), where differences in healthcare delivery do not reflect differences in patient preferences or clinical need, is considered a hallmark of poor quality care. 'Unwarranted' variation is the focus of mounting policy attention and a growing body of literature, but remains poorly explained and theorised, with ways of determining when variation is warranted only weakly developed. Many assertions around CPV remain under-explored and untested. Much of the literature operates on the assumption that the legitimacy of variation depends on its source or cause, and that variation in processes of care will lead to related variation in outcomes. This doctoral research focuses on two overarching questions relating to CPV in Australian general practice: (1) what is CPV, and how can it be best conceptualised and understood; and (2) what can routinely-collected clinical data tell us about the phenomenon of CPV in general practice? Accordingly, this thesis explores the operationalisation of CPV as a theoretical construct and also examines variation in a series of clinical performance measures for coronary heart disease (CHD) and diabetes. Together, these lines of inquiry constitute a mixed-methods 'sense-making' exercise that seeks an incremental interplay between literature and data, to shed light on the phenomenon of CPV. Data are drawn from a unique dataset of aggregate reporting metrics, using extracted electronic medical record data, among an affiliated group of 36 general practice clinics serving approximately 189,848 patients over a 5-year period. These data are examined descriptively and ultimately analysed using Qualitative Comparative Analysis (QCA) against an empirically derived explanatory framework. Theory development draws on complexity science, especially complex adaptive systems theory, and the disciplines of social epidemiology and health ecology. Results show that a series of discourses have strongly shaped thinking about CPV, converging around a normative 'bad apples' approach to understanding variation. However, CPV may also contribute to healthcare quality in ways that are not well considered, especially in primary care settings. I demonstrate that there may be unconventional but more illuminating ways to conceptualise variation that enable our collective understanding to progress. These include using an ecological framework to conceive CPV as an emergent property of coupled, complex adaptive systems, and employing an equity lens to distinguish between CPV in processes and outcomes of care. In descriptive analyses, I find that variation frequently behaves differently across different measures, with crucial system information contained in the interstices of the data. Contrary to common assumptions, relationships between processes and outcomes of care are not straightforward. Using a framework of factors associated with CPV in general practice management of diabetes and CHD, I confirm that causality is complex and multifactorial, operating at a number of levels. Employing the case-based configurational method of QCA, I show that there may be no single or primary cause for CPV. Instead, clinics can arrive at a particular outcome via multiple independent causal pathways which are themselves multifactorial. These multi-component causes may be defined as much by the interactions between component elements as by individual elements themselves. The same factor may have differential effects within different combinations, or at different scales. These findings suggest that relying on causal explanations to demarcate unwarranted variation may be insufficient. However, both theory and methods require continued development to ensure an adequate understanding of the role and representation of warranted and unwarranted variation in performance measurement systems. Case-based configurational methods such as QCA may have substantial utility in helping to explain and delineate these phenomena

2009-2010 UNM Catalog

Course catalog for the years 2009-2010.https://digitalrepository.unm.edu/course_catalogs/1099/thumbnail.jp