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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 18 of 18 1 Integrating Video Evidence in Mixed Methods Research: Innovations, Benefits, and Challenges for Research Exploring How Beliefs Shape Actions Haynes-Brown, Tashane K.; Shannon-Baker, Peggy In: Curriculum, Foundations, & Reading Faculty Publications (2021) BASE Show details 2 Indonesian Teachers Beliefs on the Gap between Educational Research and Practice Purnomo, Yoppy Wahyu; Pramudiani, Puri; Aziz, Tian Abdul... In: Australian Journal of Teacher Education (2020) BASE Show details 3 Formative and Summative Assessment of Library Instruction (LI): Encouraging and supporting "reflective teaching" practices through peer observation Lopez-Fitzsimmons, Bernadette Maria In: Georgia International Conference on Information Literacy (2018) Abstract: This presentation will discuss how reviews that include “reflective teaching” peer recommendations in library instruction classroom observations can be an effective way to encourage and support excellence in teaching and learning. Encouraging such practices serves as a productive and positive way to coach instructor-librarians into monitoring their own teaching strategies and re-tooling lesson design for more creative, effective, and engaging IL sessions. Thus, integrating "reflective teaching practices" in IL peer observations can "gently" direct and guide instructor-librarians in becoming more cognizant of the their mediocrities, strengths, weaknesses, and failures. There are two types of peer classroom assessments conducted in education: formative and summative classroom observations. Understanding the difference between these two types of observations is crucially important in providing valid data to the instructor-librarian as well as those who review the applications for tenure and/or promotion. Formative assessment provides feedback to instructor-librarians on how to re-tool teaching and learning methodologies, materials/activities, lesson design, and classroom management techniques. When formative assessment is conducted, the observee can generally request that the observer pay attention to a particular activity, classroom management issue, or a specific concept to be presented in the lesson. Such feedback can provide ways to adjust teaching strategies, tweak learning materials/activities, or employ a different classroom management approach more strategically. Formative assessment can be a series of casual observations or merely an isolated informal visit from a colleague. On the other hand, summative assessment presents challenging requirements such as scheduling multiple reviewers to observe the same classes together, occurs over an extended period of time, includes a variety of lessons (e.g., lecture and demonstration, activity-based workshop, mixed lecture-discussion, etc.) involves observing different academic disciplines and levels, and other specifics depending on the institution. Avoiding bias in summative assessment of teaching is important and may demand that more than multiple observers be assigned to review particular lessons. If more than one lesson is to be observed, the same team of observers should review subsequent lessons. Since this type of assessment requires an objective review of an individual’s teaching dossier, the library must solicit feedback from several librarians and, perhaps, even assessment specialists, teaching faculty, instructional designers, and/or others to develop an “unbiased” departmental policy regarding summative classroom observations. This presentation will speak to how "reflective teaching practices" can be incorporated into formative and summative peer recommendations to help instructor-librarians develop an awareness and mindfulness toward their teaching styles. Peer observers will be able to guide instructor-librarians in developing these practices through formative and summative assessments. Following the suggestions given in these reviews, instructor-librarians will be able to develop more mindfulness toward their own pedagogies. Once they recognize different teaching issues, they will be able to organically orchestrate fluid active learning environments. Keyword: Adult and Continuing Education and Teaching; and Research; Curriculum and Instruction; Education; Educational Assessment; Educational Methods; Educational Psychology; Evaluation; formative assessment; Higher Education and Teaching; Information Literacy; instruction and curriculum design; Library and Information Science; Organization Development; Other Communication; Other Education; Other Linguistics; Other Psychology; Other Teacher Education and Professional Development; reflective teaching practices; Scholarship of Teaching and Learning; summative assessment; teaching and learning; Vocational Education URL: https://digitalcommons.georgiasouthern.edu/gaintlit/2018/2018/25 BASE Hide details 4 A Multi-method Investigation of Literacy and Language Practices in Mexican Early Childhood Programs Justice, Laura M.; Yeomans-Maldonado, Gloria; Gonzalez, Jorge... In: Educational & Clinical Studies Faculty Publications (2018) BASE Show details 5 Promoting Student Success: Bilingual Education Best Practices and Research Flaws Fassero, Lillian In: Senior Honors Theses (2017) BASE Show details 6 A Case Study Describing Practices and Beliefs of Teachers Who are Effective in Their Classroom Behavior Management in a Diverse Rural School System in Georgia Siphambili, Busani In: Doctoral Dissertations and Projects (2017) BASE Show details 7 Formative and Summative Assessment of Library Instruction (LI): Encouraging and supporting "reflective teaching" practices through peer observation Lopez-Fitzsimmons, Bernadette Maria In: Georgia International Conference on Information Literacy (2017) BASE Show details 8 Cross-Cultural Comparison of Credit Transfer Practices, Lending and Financial Inclusions in North America, Europe and the Middle East Henao Barragan, Jessica In: Mahurin Honors College Capstone Experience/Thesis Projects (2016) BASE Show details 9 Effective Teaching Practices for Aboriginal and Torres Strait Islander Students: A Review of the Literature Lloyd, Natalie J; Lewthwaite, Brian Ellis; Osborne, Barry... In: Australian Journal of Teacher Education (2015) BASE Show details 10 Researching Writing Events: Using Mediated Discourse Analysis to Explore How Students Write Together Rish, Ryan M. In: Faculty Publications (2015) BASE Show details 11 Assessment Without Judgment: Effective Feedback Practices in the Classroom Corso, Christine. - 2014 BASE Show details 12 Enhancing the Professionalisation of Student Affairs through Assessment Gansemer-Topf, Ann M. In: Education Publications (2013) BASE Show details 13 The Dialectics of Teacher Change within a Community of Practice Pires, Armand R. In: Master's Theses, Dissertations, Graduate Research and Major Papers Overview (2012) BASE Show details 14 Developing 21st Century Writing Practices in Gaming-Related Affinity Spaces Fields, Deborah A.; King, E. M.; Duncan, S.... In: Instructional Technology and Learning Sciences Faculty Publications (2011) BASE Show details 15 A linguistic analysis of social attitudes towards the quality issues of postgraduate education in Vietnam Tran, V. T. H.; Thomson, Elizabeth In: Faculty of Arts - Papers (Archive) (2008) BASE Show details 16 Farmer Literacy Practices: A Comparative Study of Farmers in Kurnool District of Andhra Pradesh, India Chavva, Konda Reddy In: Master's Capstone Projects (2008) BASE Show details 17 The Associations of Student Achievement and Classroom Practices among Third Grade Teachers in Upper East Tennessee. Clay, Tausha Lynn In: Electronic Theses and Dissertations (2005) BASE Show details 18 Coming Together While Falling Apart: Networking to Prevent Conflict Shanahan, Yvonne In: Master's Capstone Projects (2004) BASE Show details

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