The Role of Classroom Assessment in Teaching and Learning
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2010 Cancun, Mexico
Welcome to the NINETIETH ANNUAL CONVENTION of the WESTERN PSYCHOLOGICAL ASSOCIATION APRIL 22-25, 2010 at the Fiesta Americana Condesa Cancun The 90th meeting of the Western Psychological Association has: , The WPA Film Festival , Outstanding Invited Speakers , Special Programs for Students and Teachers , A Forum for Your Research Visit WPA at: www.westernpsych.org HOSTED BY 1 Dear Conference Attendees: On behalf of the University of Southern California, it is my great pleasure to welcome you to the 90th Annual Western Psychological Association Convention. USC, the Col- lege of Letters, Arts and Sciences, and the Department of Psychology are pleased to serve as sponsors of the annual meeting. I would especially like to thank WP A Presi- dent Stanley Sue, Executive Officer Chris Cozby, and Program Chair Steven Lopez for this opportunity. Located in Los Angeles, USC is one of the world’s leading private research universities. In the fall of 2009, USC enrolled 17,000 undergraduates, and 18,000 graduate and professional students. As a global university, the convention’s theme of diversity and its setting in Mexico are consistent with our multiple initiatives to address diversity issues within the United States. The Princeton Review has selected USC as one of 81 “Colleges with a Conscience” based on its outstanding record of involvement in the surrounding community with its large proportion of Latino Americans, African Americans and Asian Americans. In addition, USC enrolls more international students than any other U.S. university. Several mem- bers of the College’s Psychology Department are devoted to cross-national research in Korea, China, Rwanda, Finland, Sweden and Mexico, as well as multicultural research within the U.S. -
Stanfordeducator Education Alumni Summer 2012 Newsletter
Stanford University School of StanfordEducator Education Alumni Summer 2012 Newsletter Welcoming Our New Dean An Interview with Claude Steele Steve Castillo By Amy Yuen and Mindy Hollar laude Steele stepped into his new role as the I. James Quillen Dean for Stanford University School of Education on September 1, 2011. Steele, who served as the twenty-first provost of Columbia University, is Ca preeminent social psychologist. Prior to assuming the position of chief academic officer at Columbia, he was a member of the Stanford psychology faculty from 1991 to 2009. On The Farm, he held appointments as the Lucie Stern Professor in the Social A Return to the Farm: Claude Steele at the Cubberley Library. Sciences, chair of the Psychology Department, director of the Center for Comparative Studies in Race and Ethnicity, and director of the Center for Advanced Study in the Behavioral Sciences. His research focuses on the psychological experience of the individual, Table of Contents and particularly, on the experience of threats to the self and Inside Page the consequences of those threats. His book, Whistling Vivaldi: Welcoming Our New Dean 1 How Stereotypes Affect Us and What We Can Do, examines his 2 theory of stereotype threat, which has been the focus of much of School of Education Launches Lemann Center his research for the past 20 years. Steele earned his doctorate in End of the American Dream? 3 psychology from Ohio State University, and has received honorary School Reform Gets Real World 5 degrees from the University of Michigan, the University of Chicago, “Learning to Be Jewish” 8 Yale University, Princeton University, and the Faculty News 11 University of Maryland, Baltimore County. -
Celebrating 50 Years of LRDC (PDF)
UNIVERSITY OF PITTSBURGH Celebrating 50 Years of LRDC This report was published in 2014 by the University of Pittsburgh Learning Research and Development Center. THIS REPORT CELEBRATES THE UNIVERSITY OF PITTSBURGH LEARNING RESEARCH AND DEVELOPMENT CENTER’S (LRDC) 50 YEARS AS A LEADING INTERDISCIPLINARY CENTER FOR RESEARCH ON LEARNING AND EDUCATION. IT PROVIDES GLIMPSES OF LRDC OVER THE YEARS AND HIGHLIGHTS SOME OF THE EXCITING WORK THAT OCCUPIES OUR CURRENT RESEARCH AND DEVELOPMENT AGENDA. The Center’s interconnected programs of research and development have reflected its mission of stimulating interaction between research and practice across a broad spectrum of problems, from the neural basis of learning to the development of intelligent tutors to educational policy. Among research institutions in learning and education, this interconnected breadth is unique. The Center’s research has been equally wide-ranging in the domains of learning it has studied. Reading, mathematics, and science—staples of education—have been a continuing focus over much of LRDC’s 50 years. However, the Center also has addressed less-studied learning domains (e.g., history, geography, avionics, and law) as well as the reasoning and intellectual abilities that serve learning across domains. Moreover, social settings for learning, including those outside schools; teaching effectiveness; and technol- ogy for learning are all part of LRDC’s research story. LRDC’s ability to sustain research programs across these diverse, intersecting problems owes much to the cooperation of its partnering schools and depart- ments in the University. The leadership of the University of Pittsburgh has made possible what is often very difficult: a research center that has been able to effectively pursue truly cross-disciplinary research programs. -
VITA PATRICIA ANN ALEXANDER Distinguished University Professor
VITA PATRICIA ANN ALEXANDER Distinguished University Professor September 2020 Jean Mullan Professor of Literacy and Distinguished Scholar-Teacher Department of Human Development and Quantitative Methodology College of Education, University of Maryland College Park, Maryland 20742-1131 (301) 405-2821 [email protected] ORCID: 0000-0001-7060-2582 PROFESSIONAL INTERESTS Academic Development Learning Literacy and Reading Comprehension Knowledge and Epistemic Beliefs Motivation to Learn EDUCATION B.A. Elementary Education, Bethel College, 1970 M.Ed. Reading/Elementary and Early Childhood Education (Reading Specialist), James Madison University, 1979 Ph.D. Reading, University of Maryland at College Park, 1981 EDUCATIONAL EXPERIENCES Distinguished University Professor, University of Maryland, 2019 Visiting Professor, University of Auckland, Auckland, New Zealand, 2010-2017 Jean Mullan Professor of Literacy, University of Maryland, 2008 Distinguished Scholar-Teacher, University of Maryland, 2000-2001 Professor, Human Development, University of Maryland, 1995-present Professor, Educational Psychology and Educational Curriculum and Instruction, Texas A&M University, 1991-1995 Associate Professor, Educational Curriculum and Instruction, Texas A&M University, 1986-1991 Assistant Professor, Educational Curriculum and Instruction, Texas A&M University, 1981-1986 Graduate Assistant, University of Maryland, College of Education, 1980-1981 Instructor Part-time, Federal Grant, Developing Career Awareness in Young Children, University of Maryland, 1979-1980 Instructor, Exceptional Students Reading and Mathematics Lab, Shenandoah County Public Schools, Virginia, 1977-1979 Language Arts and Reading Teacher, Grade 5, Woodstock Middle School, Shenandoah County PATRICIA A. ALEXANDER Page 2 of 89 Public Schools, Virginia, 1974-1977 Science Teacher, Grade 5, Woodstock Middle School, Shenandoah County Public Schools, Virginia, 1973-1974 Physical Science Teacher, Grades 7/8, St. -
Stanfordeducator Education Alumni Spring 2009 Newsletter
Stanford University School of StanfordEducator Education Alumni Spring 2009 Newsletter Teaching for the World School of Education Welcomes Education Faculty Share Their Expertise New Faculty Members Across Borders By Amy Yuen By Marguerite Rigoglioso This academic year, Stanford University School round the world, economic globalization is pushing education of Education brought seven new faculty members issues to the forefront. The need to tackle concerns so familiar on board, the largest group of professors to join A to U.S. educators—including literacy, multiculturalism, student the School at one time. Four professors, profiled learning and assessment, and teacher training—has become all the more here, joined the School last fall. Three more, acute in developing countries that face pressures to build a globally com- Paulo Blikstein, Jonathan Osborne, and Mitchell petitive workforce but lack the expertise to do so. As longtime Education Stevens, joined this January and will be profiled Professor Francisco Ramirez says, “Globalization has made it much harder in the next issue. for any country to imagine that it could be completely self-contained.” continued on page 3 Given Stanford’s own thrust toward addressing international issues in recent years, Ramirez observes that the School of Education’s International Comparative Education program has moved from being a “dessert” on the Table of Contents academic menu to one of the main courses. Not only are more School of Inside Page Education faculty examining educational challenges in an international con- text, but a growing number of countries—from Malaysia to South Africa to Teaching for the World 1 Bhutan—are calling upon faculty members to provide counsel in such areas School of Education Welcomes New Faculty Members 1 as higher education management, teacher professional development, and Faculty Votes for “Open Access” 2 economic development. -
Criteria for Higher-Quality Assessment
Stanford Center for Opportunity Policy in Education Criteria for Higher-Quality Assessment By Linda Darling-Hammond, Joan Herman, James Pellegrino, Jamal Abedi, J. Lawrence Aber, Eva Baker, Randy Bennett, Edmund Gordon, Edward Haertel, Kenji Hakuta, Andrew Ho, Robert Lee Linn, P. David Pearson, James Popham, Lauren Resnick, Alan H. Schoenfeld, Richard Shavelson, Lorrie A. Shepard, Lee Shulman, Claude M. Steele Published by: Stanford Center for Opportunity Policy in Education, Stanford University; Center for Research on Student Standards and Testing, University of California at Los Angeles; and Learning Sciences Research Institute, University of Illinois at Chicago June 2013 LEARNING SCIENCES sco e Stanford Center for UIC Learning Sciences National Center for Research UNIVERSITY OF ILLINOIS AT CHICAGO Research Institute CriteriaOpportunity for High-Quality Policy in Education Assessment on Evaluation, Standards, & Student Testingi The authors gratefully acknowledge the support of the Hewlett Foundation for this work. Suggested citation: Darling-Hammond, L., Herman, J., Pellegrino, J., et al. (2013). Criteria for high-quality assessment. Stanford, CA: Stanford Center for Opportunity Policy in Education. Table of Contents Abstract ..............................................................................................................................i Criteria for High-Quality Assessment ...............................................................................1 What Should High-Quality Assessment Systems Include? ...............................................3 -
ABSTRACT Title of Dissertation
ABSTRACT Title of dissertation: IDENTIFYING THE NATURE OF METACOGNITION INSTRUCTION IN READING CLASSROOMS Nesrin Ozturk, Doctor of Philosophy, 2017 Dissertation directed by: Professor Peter Afflerbach Professor John O’Flahavan Teaching and Learning, Policy and Leadership department Metacognition helps control cognitions through the actions and interactions of metacognitive knowledge, experiences, and strategies. Since 1979, metacognition has been extensively studied and found to be an effective tool for learning. In reading, metacognition is associated with improved vocabulary, reading awareness, strategies, comprehension, and task performance. Research confirmed metacognition can be successfully taught. However, it has limited influence on mainstream classrooms; classroom instruction lacks pedagogies of metacognition. Paradoxically, teachers’ practices have been assessed inconsistently and independent of students’ metacognition. For these problems, this study developed a pedagogy of metacognition (PMR) and examined the structural validity of its measurement instrument (ITMR). Following a comprehensive literature review, a PMR consisted of fostering students’ metacognitive knowledge, adopting goal-directedness, integrating language of thinking, scaffolding students’ strategic reading, encouraging their independence with strategic reading, assessing metacognition, and prolonging instruction. Then, scale validation procedures were followed. After scale items were generated, QUAID examination, expert, cognitive, and focus-group interviews were conducted for content and construct validity. Following the ITMR’s initial simulation, the data were collected from reading teachers in the United States of America. The data were collected by a computer-assisted survey method and a non-probability sampling technique. Then, the data were analyzed by a factor analysis method, Welch’s, and Spearman’s tests. The ITMR at elementary school level was found to have a unidimensional model accounting for 60% of the total variance (α.97). -
Reading on Paper and Digitally: What the Past Decades of Empirical Research Reveal
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/318505883 Reading on Paper and Digitally: What the Past Decades of Empirical Research Reveal Article in Review of Educational Research · July 2017 DOI: 10.3102/0034654317722961 CITATIONS READS 0 303 2 authors: Lauren Singer Trakhman Patricia Alexander University of Maryland, C… University of Maryland, C… 7 PUBLICATIONS 13 237 PUBLICATIONS 8,214 CITATIONS CITATIONS SEE PROFILE SEE PROFILE Some of the authors of this publication are also working on these related projects: Reading in print versus digitally View project Relational reasoning View project All content following this page was uploaded by Patricia Alexander on 30 September 2017. The user has requested enhancement of the downloaded file. RERXXX10.3102/0034654317722961Singer and AlexanderReading on Paper and Digitally 722961research-article2017 Review of Educational Research Month 201X, Vol. XX, No. X, pp. 1 –35 DOI: 10.3102/0034654317722961 © 2017 AERA. http://rer.aera.net Reading on Paper and Digitally: What the Past Decades of Empirical Research Reveal Lauren M. Singer and Patricia A. Alexander University of Maryland This systematic literature review was undertaken primarily to examine the role that print and digitally mediums play in text comprehension. Overall, results suggest that medium plays an influential role under certain text or task conditions or for certain readers. Additional goals were to identify how researchers defined and measured comprehension, and the various trends that have emerged over the past 25 years, since Dillon’s review. Analysis showed that relatively few researchers defined either reading or digital reading, and that the majority of studies relied on researcher-devel- oped measures. -
Spring 2011 (To on Diversity
Neil H. Schwartz, Ph.D., Editor, California State University, Chico APA May 7, 2011 NEWSLETTER SPRING News 15 From the President David Bergin Greetings from Division 15. In the fall (August 4-7). Richard Shavelson will newsletter, I pointed out the give the E. L. Thorndike address A considerable volunteer work that goes Quest to Measure Performance and into running Division 15. I hope that Infer Cognition and Affect. The E. L. you have thanked members of the Thorndike Career Achievement Award various committees for their excellent is the most prestigious award work. The committees and their conferred by Division 15. He will also members are listed on the website. meet with graduate students at a breakfast. Robert Pianta will speak on The Division has outgrown the ability Using Standardized Observation of of purely volunteer work to advance Teacher-Student Interactions to the work of the Division. Therefore, Leverage Change in Teacher for the first time the division seeks to Performance and Student Outcomes. hire a management person; we have As you may know, there is increasing begun a search for the Division 15 interest in using observations, Communications Director. Duties sometimes through video recordings, include designing communication of teaching to aid teachers in strategies that promote the Division’s improving their practice. Another activities and managing all social media highlight will be a session titled Use content, including the website. A job and Misuse of Incentives in School announcement is posted on the Settings. division’s website and appears in this newsletter. If you are interested or know of someone who might be interested, take a look at the announcement. -
Profiles of Productive Educational Psychologists
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Public Access Theses and Dissertations from Education and Human Sciences, College of the College of Education and Human Sciences (CEHS) 7-2013 Profiles of Productive Educational Psychologists Melissa M. Patterson Hazley University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/cehsdiss Part of the Educational Psychology Commons, and the Social and Behavioral Sciences Commons Patterson Hazley, Melissa M., "Profiles of Productive Educational Psychologists" (2013). Public Access Theses and Dissertations from the College of Education and Human Sciences. 190. https://digitalcommons.unl.edu/cehsdiss/190 This Article is brought to you for free and open access by the Education and Human Sciences, College of (CEHS) at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Public Access Theses and Dissertations from the College of Education and Human Sciences by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Profiles of Productive Educational Psychologists By Melissa Patterson Hazley A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Arts Major: Educational Psychology Under the supervision of Professor Ken Kiewra Lincoln, Nebraska July, 2013 PROFILES OF PRODUCTIVE EDUCATIONAL PSYCHOLOGISTS Melissa Patterson Hazley, M.A. University of Nebraska, 2013 Advisor: Ken Kiewra The present study aims to answer the questions: Who are presently the most productive educational psychologists? How do they accomplish so much? And what advice might they give to young scholars? To identify the most productive educational psychologists, a survey was sent to Division 15 members (educational psychology) of the American Psychological Association. -
High Stakes: Testing for Tracking, Promotion, and Graduation Jay P
http://www.nap.edu/catalog/6336.html We ship printed books within 1 business day; personal PDFs are available immediately. High Stakes: Testing for Tracking, Promotion, and Graduation Jay P. Heubert and Robert M. Hauser, Editors; Committee on Appropriate Test Use, National Research Council ISBN: 0-309-52495-4, 352 pages, 6 x 9, (1999) This PDF is available from the National Academies Press at: http://www.nap.edu/catalog/6336.html Visit the National Academies Press online, the authoritative source for all books from the National Academy of Sciences, the National Academy of Engineering, the Institute of Medicine, and the National Research Council: • Download hundreds of free books in PDF • Read thousands of books online for free • Explore our innovative research tools – try the “Research Dashboard” now! • Sign up to be notified when new books are published • Purchase printed books and selected PDF files Thank you for downloading this PDF. If you have comments, questions or just want more information about the books published by the National Academies Press, you may contact our customer service department toll- free at 888-624-8373, visit us online, or send an email to [email protected]. This book plus thousands more are available at http://www.nap.edu. Copyright © National Academy of Sciences. All rights reserved. Unless otherwise indicated, all materials in this PDF File are copyrighted by the National Academy of Sciences. Distribution, posting, or copying is strictly prohibited without written permission of the National Academies Press. Request reprint permission for this book. High Stakes: Testing for Tracking, Promotion, and Graduation http://www.nap.edu/catalog/6336.html High Stakes TESTING FOR TRACKING, PROMOTION, AND GRADUATION Jay P. -
Larry Lashway
Larry Lashway THETHENEWNEW StandardsStandardsANDAND AccountabilityAccountability Will Rewards and Sanctions Motivate America’s Schools to Peak Performance? ERIC Clearinghouse on Educational Management College of Education • University of Oregon THENew Standards AND Accountability Will Rewards and Sanctions Motivate America’s Schools to Peak Performance? by Larry Lashway ERIC Clearinghouse on Educational Management College of Education University of Oregon 2001 The New Standards and Accountability: Will Rewards and Sanctions Motivate America’s Schools to Peak Performance? Editorial Director: Stuart C. Smith Graphic Designer: Leeann August ___________________________________________________________________ Library of Congress Cataloging-in-Publication Data Lashway, Larry. The new standards and accountability : will rewards and sanctions motivate America’s schools to peak performance? / by Larry Lashway. — 1st ed. p. cm. Includes bibliographical references and index. ISBN 0-86552-149-2 1. Educational accountability—United States. 2. Education— Standards—United States. 3. Motivation (Psychology) I. Title. LB2806.22.L37 2001 379.1’58’0973—dc21 2001033182 ___________________________________________________________________ Type: 11/13 Palatino Printer: McNaughton & Gunn, Inc., Saline, Michigan FIRST EDITION Printed in the United States of America, 2001 ERIC Clearinghouse on Educational Management 5207 University of Oregon Eugene, OR 97403-5207 Telephone: (541) 346-5044 Fax: (541) 346-2334 World Wide Web: http://eric.uoregon.edu ERIC/CEM Accession Number: EA 030 821 This publication was prepared in part with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under contract no. ED-99-C0-0011. The opinions expressed in this report do not necessarily reflect the positions or policies of the Department of Education. No federal funds were used in the printing of this publication.