1,720,975 research outputs found
Establishing a metacognitive model for instrumental music assessment
Full text linkTraditional instrumental music assessment models may often contain the inclusion of
grades that are based upon non-musical criteria. This type of grading leads to difficulties
in assessment validity, reliability and fairness, and do not lead to an increase in
metacognitive abilities that develop students’ technique and musicianship. A
metacognitive assessment model that is based upon assessments for, as, and of learning is
needed as metacognitive musical learning potentially aids students in developing the
skills necessary to become independent musicians who can identify and address
challenges in their own performance. Through the use of feedback, reflection and goal
setting, modeling and self-assessment, teacher instructed strategies, a consideration of
students’ bio-ecology, and a consistent focus upon the constructs that need to be assessed,
assessment tools have been designed to help develop student metacognition and foster
greater independence, musicianship, and skill in instrumental music students
The Nova Scotia english 10 examination: a case study of consequences
Full text linkThis study aimed to better understand the unintended consequences of the Nova
Scotia Examination: English 10 for students and teachers. Two classrooms were involved
in this multisite case study. Data was gathered through interviews with teachers and
students, classroom observation, and document review. The study found that the
Examination’s limited scope and ambiguous questions threatened student self-efficacy
going into the Examination. Document review revealed potential construct
underrepresentation within the larger program due to a lack of compensation for
constructs not represented on the Examination. Other unintended consequences included
influence on students’ perceptions of literacy and a reduction in teacher morale.
Recommendations include the review of multiple-choice questions, increased
communication about use of results, and the consideration of teacher-created summative
assessment
Pedagogy in practice: an exploration of writing instruction in a high school english language arts classroom
Full text linkThis study sheds light on the practice of one Albertan high school English teacher over one semester as she instructs her students through the multidimensional practice of writing. In this single case study, teacher practice is compared to a model of writing pedagogies to answer two questions. First, what pedagogical understandings are embedded in the practice of writing instruction of a high school English Language Arts teacher? Second, how do key pedagogical understandings guide the writing instruction of that same teacher? Using a thematic analysis of data, what is discovered is that writing pedagogy appears frequently, but although present, are not the primary guiding force for writing instruction. What we are left with are probing questions that necessitate further study into what teachers know about writing pedagogy, how it is used, and how our systems can better inform and prepare teachers to utilize them in their classrooms
Achieving scientific literacy: an integrated curriculum approach to enhancing scientific literacy for students
Full text linkThis paper describes the development and implementation of an innovative high school
science course to improve students’ scientific literacy. The goal was to create a rigorous
and thought-provoking course to engage students in contextually relevant learning
focused on the core concept of scientific literacy. The challenge was to teach the
prescribed Programs of Study for Science 10, Mathematics 10 Common, and Chemistry
20 in the time normally needed to teach only two of those courses so students would
make connections and apply knowledge across the disciplines. This has been achieved
through interdisciplinary projects throughout the year. This successful project was named
Scimatics. I encourage others to create similarly meaningful courses for their own
students using their and their students’ passions and expertise to guide them
Reframing the assessment of safe, caring and welcoming schools
Full text linkA theoretical construct of students’ perceptions of safe and caring schools was developed to allow administrators and teachers to have a comprehensive understanding of how their students perceive care. The construct of care is highly subjective but with the use of the multi-modal assessment tool developed, students will be able to communicate their needs for care and staff members will be able to analyze how they care for their students. The assessment tool, consisting of a quantitative survey, monthly student response journals, staff self-assessments, safe and caring project showcase and longitudinal narrative inquiry, would allow emerging data to be triangulated resulting in a robust analysis that could be used to drive school programming and inform policy development at the senior administration level. The assessment plan was designed to delineate students’ perceptions of care to provide a recursive feedback loop for schools to respond to changing demographics and staffing
Working within tensions: a study of English language arts teachers at a dual-campus school
Full text linkAlberta’s diploma exams have influenced the landscape of teacher practice since 1983. Over the last eight years, there has been a shift from teaching to the test to a focus on inquiry-based learning and diverse approaches to teaching literacy. However, the diploma exam still exists in its original form, with few modifications. The aim of this study was to investigate how English Language Arts teachers within a dual-campus school navigated the tensions between preparing students for the diploma exam, while embracing elements of inquiry-based learning and broadening definitions of literacy. Data was collected from three high school English Language Arts teachers over one year. It is suggested that years of teacher experience, level of acceptance to implement inquiry-based learning, and engagement in professional learning are determinants of how much a teacher teaches to the test. Implications for Alberta Education, MFWHSR (2013), and high-school English Language Arts teachers conclude the study
A Performance-based study of the effects of schooling on students’ creativity and creative self-efficacy
Full text linkCreativity continues to be a prevalent topic amongst educators; there remain questions about what it encompasses, and how to foster it amongst systemic pressures. Consideration has also been given to how self-efficacy affects creative achievement, and the impacts of schooling on creative self-efficacy. My thesis holistically explores the question: how do educational practices affect students’ creativity and creative self-efficacy? Based on a review of the literature, I present a definition and model of creativity, which illustrate the interaction between environment, skills/dispositions, domain areas, product, and self-efficacy. In my research, I engaged five recent graduates in a process of questionnaires, interviews, and dramatization/playbuilding. The results revealed areas of strength and areas for growth in our educational system. Particularly, participants indicated that safe, positive, and encouraging teachers and environments help to develop students with high creative self-efficacies, which make them more willing to engage creatively, and more resilient to educational pressures
The Paradox of performance pressures: an exploration of writing assessment in high school English classrooms
Full text linkThrough interviews and analysis of writing assessment documents, this study focused on writing assessment programs of three Alberta high school English teachers to answer two questions. First, how do high school English teachers incorporate discourse community, process-oriented writing, writing community, self-assessment and feedback into their writing assessment programs? Second, what factors influence the implementation of these elements in the classroom assessment programs? Thematic analysis revealed that these elements are valued by teachers, but due to limited time and exam preparation pressures they are not all meaningfully incorporated on a regular basis. Process-oriented writing, teacher feedback and writing communities play a significant role in writing assessment programs, while discourse communities and self-assessment are rarely present. These findings prompt exploration into both the supports teachers need to encourage them to incorporate all of the elements into their writing assessments, and the impacts of full incorporation of these elements on student writing development
Applying adult learning theory to foster parent training
Full text linkThis project posits that adult learning theory be applied to foster parent training programs. Understanding foster parents as adult learners is essential to designing and implementing meaningful training experiences and resources for foster parents facing unique challenges associated with the foster care system and children in care. This project begins with a summary of the challenges faced by foster parents, highlighting the need for meaningful foster parent training. Current training approaches in Alberta and Canada are presented, followed by a literature review on the effectiveness of foster parent training programs. This is followed by an emerging theory of adult learning founded on historical and contemporary conceptualizations. Based on this theory, a framework for foster parent training programs is proposed. This project concludes with a description of how this framework in action will lead to training with relevant content, meaningful delivery, and increased accessibility
- …
