1,720,971 research outputs found
Feedback, Accountability, and the Standards-based System
Get PDFThe standards-based system provides feedback and accountability, and, more importantly, it challenges educators to re-examine basic assumptions about teaching, learning, and schooling. These assumptions are changing as a result of the standards-based system, and this has positively affected practices in the classroom
Final Dissertation Paper Rubric: 5-part Dissertation
Get PDFThis is a rubric developed by Dannelle D. Stevens, Doctoral Program Coordinator in the Graduate School of Education, designed to help guide evaluations for doctoral dissertations in Educational Leadership at Portland State University
The Value of Midterm Student Feedback in Cross-Disciplinary Graduate Programs
Get PDFEnd-of-course student evaluations are frequently used to evaluate university faculty teaching. However, employing midterm student feedback has been found to be instrumental in informing faculty about instructional quality and improving student learning outcomes. This study examined and compared the effects on classroom instruction of using a midterm student feedback (MSF) survey in the graduate courses of two faculty, an untenured professor in public administration and a full professor in education. The researchers gathered data from 122 students over two years for three courses in 6 classes—4 in public administration, 2 in education. Results indicate that midterm student feedback offered insight for faculty at both levels. In addition, when faculty make instructional changes based on MSF data, students\u27 responses improve. Implications for future research are also discussed
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Introduction to rubrics an assessment tool to save grading time, convey effective feedback, and promote student learning
No full textLeveling the Field: Using Rubrics to Achieve Greater Equity in Teaching and Grading
Get PDFRubrics can be used to assure greater consistency in grading and as a teaching tool to promote greater equity, especially with students who are first generation and /or non-native speakers of English
Campus-Wide, Non-Residential, Five-Day Faculty Writing Retreat: Partnerships Lead to a Sustainable Writing Program
No full textMore and more institutions are expecting faculty to write and publish their work. Yet, many faculty do not have the tools and strategies that undergird a sustainable and successful writing practice. Some researchers assert that universities should find ways to support faculty as writers. For five years, our university has partnered with the campus center for teaching and learning to sponsor a summer five-day non-residential faculty writing retreat. The purpose of this chapter is to describe the university partnership as well the partnerships among faculty across the campus that have grown out of this retreat program. Besides a full description of the program, we identify four key themes from faculty evaluations of the retreat. Finally, we include suggestions for others who might be interested in creating writing retreats that support faculty success as writers
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Communities of Practice in Higher Education: Transformative Dialogues Toward a Productive Academic Writing Practice
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