231,121 research outputs found
Research-based assessment affordances and constraints: Perceptions of physics faculty
To help faculty use research-based materials in a more significant way, we
learn about their perceived needs and desires and use this information to
suggest ways for the Physics Education Research community to address these
needs. When research-based resources are well aligned with the perceived needs
of faculty, faculty members will more readily take them up. We used
phenomenographic interviews of ordinary physics faculty and department chairs
to identify four families of issues that faculty have around research-based
assessments (RBA). First, many faculty are interested in using RBAs but have
practical needs around how to do so: how to find them, which ones there are,
and how to administer them. They want help addressing these needs. Second, at
the same time, many faculty think that RBAs are limited and don't measure many
of the things they care about, or aren't applicable in their classes. They want
assessments to measure skills, perceptions, and specific concepts. Third, many
faculty want to turn to communities of other faculty and experts to help them
interpret their assessment results and suggest other ways to do assessment.
They want to norm their assessment results by comparing to others and
interacting with faculty from other schools to learn about how they do
assessment. Fourth, many faculty consider their courses in the broader contexts
of accountability and their departments. They want help with assessment in
these broader contexts. We also discuss how faculty members role in their
department and type of institution influence their perceived wants and needs
around assessment.Comment: submitted to Physical Review Special Topics - Physics Education
Researc
Teachers Know Best: Making Data Work For Teachers and Students
The Teachers Know Best research project seeks to encourage innovation in K - 12 education by helping product developers and those who procure resources for teachers better understand teachers' views. The intent of Making Data Work is to drill down to help educators, school leaders, and product developers better understand the challenges teachers face when working with this critical segment of digital instructional tools. More than 4,600 teachers from a nationally representative sample were surveyed about their use of data to drive instruction and the use of these tools.This study focuses on the potential of a specific subset of digital instructional tools: those that help teachers collect and make use of student data to tailor and improve instruction for individual students. The use of data is a crucial component in personalized learning, which ensures that student learning experiences -- what they learn and how, when, and where they learn it -- are tailored to their individual needs, skills, and interests and enable them to take ownership of their learning. Personalized learning is critical to meeting all students where they are, so they are neither bored with assignments that are too easy nor overwhelmed by work that is too hard
A Tripartite Framework for Leadership Evaluation
The Tripartite Framework for Leadership Evaluation provides a comprehensive examination of the leadership evaluation landscape and makes key recommendations about how the field of leadership evaluation should proceed. The chief concern addressed by this working paper is the use of student outcome data as a measurement of leadership effectiveness. A second concern in our work with urban leaders is the absence or surface treatment of race and equity in nearly all evaluation instruments or processes. Finally, we call for an overhaul of the conventional cycle of inquiry, which is based largely on needs analysis and leader deficits, and incomplete use of evidence to support recurring short cycles within the larger yearly cycle of inquiry
A record of the design process A systematic investigation of the role, value, and effectiveness of the “process book” for interior design students
The aim of this study is to analyze the structure, role, and effectiveness of a design student's "process book" as a method of capturing and facilitating design thinking. The "process book" includes all of the work completed during a design project such as written notes, drawings, and research. This study poses the following research questions: 1) What role and value does the process book have to design students and instructors? 2) How can the process book structure help to reduce a student’s cognitive load, yet allow for the spontaneous actions involved in graphic thinking?
This mixed-method research study includes an analysis and exploration of interior design student and instructor perspectives of the process book artifact and tool. The data collection and analysis involves two main components. The first includes an investigation of student and faculty perspectives of the structure, role, and effectivenss of the process book obtained from semi-structured interviews. The second part is an online student survey questionnaire of sophomore, junior, senior, and graduate student perspectives. One interior design program in a large Midwestern university was selected. All students within the undergraduate and graduate program were invited to participate in the survey questionnaire and all faculty were interviewed. Interviews were audio-taped and later transcribed for coding and interpretation.
This study serves as a case study and pilot study to provide a foundation for a larger-scale future research initiative. Results from this study will inform two future initiatives: 1) design of a larger-scale research design involving a multi-university sampling frame, and 2) development of a “digital process book” research study.
Keywords:
Design Process, Design Education, Drawing Research</p
The Benwood Plan: A Lesson in Comprehensive Teacher Reform
Chattanooga's Benwood Initiative is one of the most widely touted school-reform success stories of recent years. And many credit its success to financial incentives used to lure new teachers to low-performing schools. In this report, Senior Policy Analyst Elena Silva argues that Benwood's success was not just about attracting new talent, but helping existing teachers improve the quality of their instruction
DESIGNING SPEAKING TEST BETWEEN RESPONSIVE TEST AND IMITATIVE TEST FOR DEVELOPING VOCABULARY COMPETENCE
Speaking and vocabulary are basic concept in teaching learning process, a teacher should
be know how to construct and designing of speaking test related to vocabulary. By imitating
and responsive we can see student competence.The main point of test are to know the
student competence speak up related to vocabulary item. In behavioristic theory speaking
tends to age, between 0-15 divided into four item
Describing the Ball: Improve Teaching by Using Rubrics - Explicit Grading Criteria
Assessment is crucial to effective teaching and learning. Carnegie\u27s Educating Lawyers and Roy Stuckey\u27s Best Practices for Legal Education emphasize the importance of assessment. This article explains how detailed, written grading criteria describing what students should learn and how they will be evaluated should be a central part of law teachers\u27 assessment plans. The article details how rubrics can improve law student learning, and contains both detailed, step-by-step directions on creating rubrics and examples of rubrics from many different law school courses
THE IMPLICATURE AND VIOLATION OF MAXIMS IN INDONESIAN ADVERTISEMENTS
We all know that advertising is a business in which language is used to persuade people to
do things (e.g., buy some product) and / or believe things (believing that the value of the
product is trustworthy or a good one). The phenomenon, however, is that we tend to doubtthe truth conditions of the advertisements. In other words, we do not take those ads
seriously. We are not very affected emotionally yet we are just amused and regard them as
entertaining fallacies (e.g. the “AXE” male perfume). Some reasons might verify this fact.
However, this paper is just concerned with the language phenomenon existing in theadvertisement world. A common shared perspective on the advertisement language within
Indonesian ads is, among others, bombastic, hyperbolic, and many times, irrational. Not the
least, most of the ads have a similar tendency to “violate” the language as long as theproduct sells. Apparently, Indonesian ads are apt to employ indirect language(‘implicature’) in their emulating their own product and devaluing their competitor’s
product (e.g. the then Yahama’s “Yang Lain Makin Ketinggalan”). Upon these intriguing
facts, this paper attempts to highlight general features of Indonesian advertisements in termsof (1) the violation of Grice’s conversational maxims (rules and norms) and (2) implicature(extended meaning). Alternating a more ‘acceptable’ model of ads could be a by-product ofthis paper
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