Supervision and evaluation: The Wyoming perspective     

Bret G. Range  Susan Scherz  Carleton R. Holt  Suzanne Young 《Educational Assessment, Evaluation and Accountability》2011,23(3):243-265

The intent of this study was to assess the perceptions and actions of Wyoming principals concerning their role in supervising and evaluating teachers. A survey was sent to all 286 principals in the state of Wyoming, of which, 143 returned surveys, a response rate of 50%. Findings suggested that principals utilized supervisory behaviors more often than evaluative behaviors. Elementary principals perceived their evaluative practices as significantly more prevalent than secondary principals. Furthermore, principals indicated that their greatest frustrations in supervising teachers were time, the evaluation instrument, and teachers’ unwillingness to change. Additionally, findings suggested that Wyoming principals utilized classroom walkthroughs because they provided a snapshot of teaching and provided a medium for providing feedback. In regards to developmental supervision, principals indicated that novice teachers received much more supervision than veteran teachers. However, their reported use of differentiated supervision only applied to teacher autonomy concerning professional development goals. Principals reported that teachers had little input concerning the methods by which they were supervised. Finally, a majority of the Wyoming principals felt that improvement plans were effective at changing mediocre teaching behaviors, but 40% were speculative that such plans truly remediated poor teachers.  相似文献   

What are they asking? An analysis of the questions planned by prospective teachers when integrating literature in mathematics     

Barbara Purdum-Cassidy  Suzanne Nesmith  Rachelle D. Meyer  Sandi Cooper 《Journal of Mathematics Teacher Education》2015,18(1):79-99

  相似文献   

Organizational identity challenges in a post-merger context: A case study of an information system implementation project     

Dragos Vieru  Suzanne Rivard 《International Journal of Information Management》2014

This study examines the effects of the differences in organizational identities that emerged during a post-merger project that aimed at unifying the laboratory services of a large healthcare center that resulted from the merging of three hospitals by supporting them with a unique information system. We draw on the concepts of organizational identity and sensemaking to analyze the laboratory information system implementation project. Organizational identity is conceptualized as the mental representation that organizational members have of themselves as a social group in terms of practices, norms, and values and how they understand themselves to be different from members of other organizations. Data analysis suggests that divergent organizational identities and team members’ alternative interpretations of others’ practices, norms and organizational symbols, coexist during the post-merger integration phase. These interpretations are reflected in the final functionality of the information system that was different from the planned one.  相似文献   

Implementing a Constructivist Approach in Higher Education with Early Childhood Educators     

Linda J. Bufkin  Suzanne Bryde 《Journal of Early Childhood Teacher Education》2013,34(2):58-65

  相似文献   

Academic outcomes from between-class achievement grouping: the Australian primary context     

Suzanne Macqueen 《The Australian Educational Researcher》2012,39(1):59-73

Grouping students by academic achievement level has been practised in a wide variety of forms and contexts for over a century. Despite a general consensus in the research that between-class achievement grouping provides no overall benefit for students, the practice has persisted in various guises. Between-class achievement grouping is common in high schools, and is also practised in a number of primary schools in various countries. While the affective outcomes of such practices have been investigated recently, academic outcomes at primary level have not been studied in recent decades. This paper examines the academic outcomes of between-class achievement grouping in literacy and numeracy classes in Australian primary schools. Results from standardised tests are compared between two groups of schools—one regroups students for these areas, and one maintains mixed-achievement classes. It is argued that the current regrouping practice closely resembles streaming and provides no apparent academic advantage for students.  相似文献   

Complexities in the evaluation of distance education and virtual schooling     

Charalambos Vrasidas  Michalinos Zembylas  Cyprus Richard Chamberlain 《Educational Media International》2013,50(3-4):201-208

The purpose of this paper is to discuss the complexities and issues involved in the evaluation of distance education and virtual schooling. In order to provide an anchor to the issues involved in evaluating online projects we first present the evaluation design of a virtual high school project. Then, the emphasis of the paper is on the goals of the evaluation, stakeholder analysis, evaluator role, data collection, and data analysis. Finally, we discuss the need for evaluation of distance education and the ethical responsibility of the evaluators involved.De la complexité de l'évaluation de l'éducation à distance et de la scolarité virtuelle. Le but de cet article est de discuter des complexités et des problèmes posés par l'évaluation de l'éducation à distance et de la scolarité virtuelle de façon à fournir un ancrage aux problèmes impliqués dans l'évaluation de projets en lignes, nous présentons d'abord un schéma d'évaluation d'un projet d'école secondaire virtuelle. Ainsi l'article met l'accent sur les objectifs de l'évaluation, l'analyse du dépositaire d'enjeux, le rôle de l'évaluation, la collecte des données et leur analyse. Finalement, nous discutons du besoin de l'évaluation de l'éducation à distance et de la responsabilité éthique des évaluations impliquées.Komplexitäten in der Auswertung von Distance Education und virtueller Schulung. Der Zweck dieses Beitrags ist, die mit der Auswertung von Distance Education und virtueller Schulung verbundenen Komplexitäten und Fragen zu erörtern. Als Ausgangspukt zu den Fragen, die mit der Bewertung von Online-Projekten verbunden sind, zeigen wir zuerst den Auswertungsentwurf für ein virtuelles High-School-Projekt. Dann liegt der Schwerpunkt des Papiers auf den Zielen der Auswertung, Interessengruppenanalyse, Auswerterrolle, Datenerfassung und Datenanalyse. Zuletzt erörtern wir den Bedarf nach Auswertung von Distance Education und die ethische Verantwortung der eingebundenen Auswerter.  相似文献   

ESSAY REVIEW     

Suzanne C. Toton 《Religious education (Chicago, Ill.)》2013,108(3):478-493

  相似文献   

Implications of Cognitive Psychology for Measurement and Testing: Assessing Students' Knowledge Structures     

Suzanne Lane 《Educational Measurement》1991,10(1):31-33

  相似文献   

Preschool writing and premathematics predict Grade 3 achievement for low-income,ethnically diverse children     

Louis Manfra  Christina Squires  Laura H. B. Dinehart  Charles Bleiker  Suzanne C. Hartman  Adam Winsler 《The Journal of educational research》2017,110(5):528-537

The present study was designed to explore the association between preschool academic skills and Grade 3 achievement among a sample of ethnically diverse children from low-income families. Data were collected from a sample of 1,442 low-income, ethnically diverse children in preschool and associated with Grade 3 achievement in reading and mathematics 4 years later. Mixed-effects modeling indicated that preschool skills significantly predicted Grade 3 achievement measures while controlling for various child-level factors and random school effects. While several preschool factors were predictive of Grade 3 achievement, writing/copying and counting/premathematics skills were consistently strong predictors of Grade 3 achievement across all measures and domains suggesting these are important foundational skills for academic success in midelementary school among low-income, ethnically diverse children. Findings also replicate studies demonstrating that writing plays an important role in learning and achievement. Findings have implications for early education policy and practice intended to support academic development among low-income, ethnically diverse children.  相似文献   

Developing and using a rubric for evaluating evidence-based medicine point-of-care tools     

Suzanne Shurtz  Margaret J Foster 《Journal of the Medical Library Association》2011,99(3):247-254

Objective:

The research sought to establish a rubric for evaluating evidence-based medicine (EBM) point-of-care tools in a health sciences library.

Methods:

The authors searched the literature for EBM tool evaluations and found that most previous reviews were designed to evaluate the ability of an EBM tool to answer a clinical question. The researchers'' goal was to develop and complete rubrics for assessing these tools based on criteria for a general evaluation of tools (reviewing content, search options, quality control, and grading) and criteria for an evaluation of clinical summaries (searching tools for treatments of common diagnoses and evaluating summaries for quality control).

Results:

Differences between EBM tools'' options, content coverage, and usability were minimal. However, the products'' methods for locating and grading evidence varied widely in transparency and process.

Conclusions:

As EBM tools are constantly updating and evolving, evaluation of these tools needs to be conducted frequently. Standards for evaluating EBM tools need to be established, with one method being the use of objective rubrics. In addition, EBM tools need to provide more information about authorship, reviewers, methods for evidence collection, and grading system employed.

Highlights

• Eleven of the fourteen previous evidence-based medicine (EBM) tool evaluations were based on clinicians evaluating tools based on their perception of the products'' ability to answer a clinical question.
• EBM tools'' evidence summaries are not updated as often as products claim.
• Although many EBM tools claim to be evidence based, only 74% of the 70 evaluated treatment summaries included graded evidence.

Implications

• To offer the best tools for users, medical libraries should evaluate EBM resources regularly, including the quality of the evidence provided.
• Medical librarians have a role to play in evaluating the quality of EBM products and can develop assessment tools to aid in this evaluation.

  相似文献