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Theory into Practice1001
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Showing 1 to 15 of 1,001 results Save | Export
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Sloane, Finbarr C.; Kelly, Anthony E. – Theory into Practice, 2003
Examines several issues at the heart of the debate over high stakes testing, highlighting: the types of tests used, the effects on student motivation and morale, the degree of alignment between the test and the curriculum, and the distinction between assessment of learning and assessment for learning. The article notes the need for teacher input…
Descriptors: Curriculum, Elementary Secondary Education, Evaluation Methods, High Stakes Tests
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Abrams, Lisa M.; Pedulla, Joseph J.; Madaus, George F. – Theory into Practice, 2003
Discusses teachers' views on state-mandated testing. Data from a literature review and teacher surveys indicate that high stakes, state-mandated testing can lead to instruction that contradicts teachers' views of sound educational practice. Teachers feel that pressure to raise test scores encourages them to emphasize instructional and assessment…
Descriptors: Academic Achievement, Accountability, Elementary Secondary Education, Evaluation Methods
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Gunzenhauser, Michael G. – Theory into Practice, 2003
Asserts that high stakes testing may lead to a default philosophy of education that holds in high regard a narrow bundle of knowledge and skills, offering suggestions for what educators can do in the current context (e.g., maintain dialogue in schools, expand internal accountability, engage high standards, connect to higher-order concepts, and…
Descriptors: Accountability, Educational Philosophy, Elementary Secondary Education, Evaluation Methods
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Chudowsky, Naomi; Pellegrino, James W. – Theory into Practice, 2003
Describes the construct problem within achievement testing, asserting that current research in the cognitive sciences, measurement, and technology make this an opportune time to move forward in assessing critical aspects of learning. Designing new kinds of situations for capturing the complexity of learning requires breaking out of the current…
Descriptors: Academic Standards, Competence, Elementary Secondary Education, Evaluation Methods
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McCombs, Barbara L. – Theory into Practice, 2003
Summarizes the historical context for development of the Learner-Centered Psychological Principles (LCPs), discussing why LCPs and their practices are particularly important in the current educational reform era; offering implications for practice; noting how LCPs can contribute to a national framework for the systemic redesign of K-20 education;…
Descriptors: Educational Change, Elementary Secondary Education, Psychological Needs, Student Centered Curriculum
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Pierce, Jean W.; Kalkman, Deborah L. – Theory into Practice, 2003
Addresses issues related to the application of learner-centered psychological principles (LCPs) in higher education, specifically, the promotion of self-regulated learning and the importance of examining preservice teachers' beliefs regarding students, learning, and teaching, suggesting learner-centered instructional practices in teacher education…
Descriptors: Elementary Secondary Education, Higher Education, Preservice Teacher Education, Reflective Teaching
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Thompson, J.; Licklider, B.; Jungst, S. – Theory into Practice, 2003
Summarizes literature supporting instructional approaches used in one college's classrooms, describing strategies that have been effective and linking them to what, in practice, are overlapping domains of the Learner-Centered Psychological Principles (LCPs). The article examines what novice-expert research says about "thinking like a…
Descriptors: Postsecondary Education, Student Centered Curriculum
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Bansberg, Bill – Theory into Practice, 2003
Discusses how the Learner-Centered Principles (LCP) can provide a framework to create effective curricula, instruction, and assessment in literacy, detailing examples of learner-centered literacy strategies and tools at various ages and stages of development; describing learner-centered literacy strategies for English as a Second Language…
Descriptors: Elementary Secondary Education, English (Second Language), Literacy Education, Student Centered Curriculum
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Goertz, Margaret; Duffy, Mark – Theory into Practice, 2003
Describes the types of state assessment and accountability policies in place when Congress enacted the No Child Left Behind (NCLB) Act of 2001, noting how districts in eight states responded to these policies and identifying four challenges facing states and districts as they implement the NCLB (e.g., the need to expand the size and scope of state…
Descriptors: Access to Education, Accountability, Educational Legislation, Educational Policy
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Gulek, Cengiz – Theory into Practice, 2003
Describes how to prepare students for high stakes tests in ways that do not detract from real learning, noting the need for teachers to take charge of the assessment process by becoming assessment literate. This means becoming informed as to what constitutes appropriate and inappropriate uses of test results and staying apprised of the latest…
Descriptors: Accountability, Elementary Secondary Education, Evaluation Methods, High Stakes Tests
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Hombo, Catherine M. – Theory into Practice, 2003
The National Assessment of Educational Progress (NAEP) has played a vital role in assessing and reporting on the state of U.S. education for more than 30 years. Under the No Child Left Behind Act of 2001, NAEP will play an even more prominent role in the evaluation of adequate yearly progress in the states, jurisdictions, and territories receiving…
Descriptors: Elementary Secondary Education, Evaluation Methods, Federal Legislation, High Stakes Tests
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Gregory, Kelvin; Clarke, Marguerite – Theory into Practice, 2003
Presents an overview of the English and Singaporean education systems, focusing on the high stakes assessment systems operating at the elementary level in both countries. The effects of these high stakes assessments on teachers and students are described, noting potential lessons for U.S. educators related to establishing credibility, engaging the…
Descriptors: Elementary Education, Evaluation Methods, Foreign Countries, High Stakes Tests
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Birmingham, Carrie – Theory into Practice, 2003
Maps the intersection of cultural diversity, reflective teaching, and moral value, synthesizing them into a consistent model and exploring implications for teaching and teacher education. This model of reflection is phronesis, the virtue of thought that permits correct reasoning in decisions involving virtues of character. Illustrated by stories…
Descriptors: Cultural Awareness, Elementary Secondary Education, Higher Education, Moral Values
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Howard, Tyrone C. – Theory into Practice, 2003
Offers critical reflection as a prelude to creating culturally relevant teaching strategies, outlining theoretical and practical considerations for critical reflection and culturally relevant teaching for teacher education and asserting that the development of culturally relevant teaching strategies is contingent upon critical reflection about…
Descriptors: Critical Thinking, Cultural Awareness, Culturally Relevant Education, Elementary Secondary Education
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Cross, Beverly – Theory into Practice, 2003
Presents findings from a study about what a group of teacher education graduates learned about race as they prepared to teach in multicultural classrooms. Findings suggest that field experiences potentially teach passivity toward culture, learning about race needs to go beyond being a personal benefit to white teachers to competence in teaching in…
Descriptors: Cultural Awareness, Elementary Secondary Education, Preservice Teacher Education, Racial Attitudes
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