In an effort to provide intervention for struggling adolescent readers, schools are turning increasingly toward computer-assisted reading intervention programs. This case study analyzes the perceptions, and contradictions, that exist between students, teachers, and administrators of the intervention tools used at one urban middle school. The research questions are (1) what are the cultural perceptions related to tools that exist within administrator, teacher, and student systems in one urban middle school using a computer-assisted reading intervention program and (2) in what ways do these systems' perceptions contradict in relation to these tools? Contradictions emerged within and among the groups in how they perceived tools related to reading comprehension strategies, technology, and instructional curriculum.
Using videos from 63 teachers in grades 4-8 who were part of the Measures of Effective Teaching study, we identified five tendencies in the teaching of reading comprehension that can inform future work on the design and implementation of reading instruction. The five tendencies are: (1) Instruction is generally text-centric, but dominated by instructional vignettes; (2) Text talk is common, but is dominated by teacher-facilitated questioning; (3) Instruction is intentional and explicit, but at a cost; (4) Instruction is strategy-centric, but not necessarily strategic; and (5) Knowledgebuilding is underemphasized during classroom textual interactions. This study addresses the need for more current understanding of the state of instructional practices in reading comprehension.The purpose of this study is to use an observational protocol to characterize the nature of reading comprehension instruction in a sample of the classroom videos collected as part of the Measures of Effective Teaching (MET) study. We answer the following questions in this article: (1) What are the prominent, consistent practices in the teaching of reading comprehension in Grades 4-8 in a sample of teachers from large urban school districts? and (2) What might these tendencies reveal about contemporary reading comprehension instruction that can be informative for future research and practice?The MET Project Data used in this article were drawn from the MET database. The MET researchers collected data in six large urban school districts across the United States using systematic classroom observations, surveys to collect student feedback, and various measures of student achievement data (Kane & Staiger, 2012a). The initial MET authors have reported several findings that are meant to inform the way teacher evaluation systems are designed and implemented in order to make reliable inferences about teacher quality (Kane & Staiger, 2012b).The MET data set has recently been made available for other researchers to use, making it a unique resource not only for scholars interested in examining questions related to teacher evaluation but also for scholars who are interested in examining instructional practices. The full data set includes information collected in English language arts (ELA), math, and science classrooms from nearly 3,000 teachers from over 300 schools in 6 large school districts in the United States. In addition to videos of practice (available for a subset of the teacher sample), the data set contains demographic information about teachers and their classes, student achievement data, and teachers' scores on observational measures of teaching quality (see metproject.org for more information). It should be noted that the six participating school districts are not a representative sample of districts in the United States; and the participating teachers were sampled from districts on a voluntary basis and are not intended to be a representative sample of each district's teacher population. Although the MET sample is not a nationally representa...
The general purposes of this chapter are to provide a related literature review and share current pedagogical practices supporting formative digital-based assessments, especially as pertains to online/hybrid environments shared among a variety of educational community members (preservice teachers, in service teachers, undergraduate and graduate students, university faculty, K-12 students and family members). The authors have implemented a cross-course collaborative model in which university undergraduate and graduate students collaborate with each other toward greater service to community family events. The literature review includes 1) pedagogies in online/ blended learning environments, 2) top inquiry-based learning digital tools within collaborative learning systems, 3) digital-based formative and summative assessment, 4) gamification and computational thinking. The authors then present frameworks of a cross-course collaboration model: 1) pedagogical applications of their journey storytelling as digital formative assessments, as well as 2) empathy and journey mapping.
Faculty integration of the technology standards and competencies remain a concern in higher education, especially in the movement toward competency-based education and portfolio development. The “CRABwalk within the Crosswalk” occurs as both ISTE educator standards and TETC competencies are collaboratively reviewed and worked. This protocol is designed to help align a team's multiple standards and competencies within one collaborative assessment tool. It provides a cognitive tool to facilitate partnership collaboration that can result in greater individual and team growth and development. This chapter provides a literature review of K-12 teacher education and university faculty perceptions as a cultural models base to the presented Crosswalk to Rubric Alignment (CRABwalk) protocol. Professional standard or competency needs are of focus and therefore meet the needs of each educator group: preservice, inservice, and teacher educator.
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