A Mixed Methods Approach to Exploring the Relationship between Beginning Readers’ Dialog About their Thinking and Ability to Self-correct Oral Reading

Pratt, Sharon M.

doi:10.1080/02702711.2019.1674434

Cited by 6 publications

(11 citation statements)

References 40 publications

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“…B. At the end of the 20th century and during the 21th century, many changes occurred in the conception of learning and accordingly also of evaluation (DeLuca et al, 2020;del Pozo Garcia, 2020;Mayer, 2001;Perkins, 1992;Pratt, 2020;Yan, 2020), but in reality most of external evaluation (International, national and regional) consisted of tests concentrating on examining knowledge. As a result, curriculum and teaching were directed too to concentrate on acquiring knowledge.…”

Section: Discussionmentioning

confidence: 99%

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A Proposal for Evaluation in Schools: Multifaceted Evaluation for the Facilitation of Learning and Instruction

Glaubman¹,

Glaubman²

2021

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Evaluation should correspond with the method of teaching. However, in practice, state authorities almost solely drive towards an achievements' evaluation. We disapprove of the current state of evaluation policy and promote the use of alternative assessment methods. Thus, we suggest: (1) Assessment should be designed to suit a continuous sequence of teaching-learning-and evaluation, where assessment plays the role of feedback; (2) Assessment must be varied in alternative methods, to correspond with divergent teaching objectives and meet various learners and learning situations; (3) For learning to occur, students should be active in all domains, learning as well as evaluation. They should be involved in active learning, students' mutual teaching, and self-evaluation. In the present work, we propose a model of alternative methods in classroom assessment. The model presents three levels: Level 1-A traditional normative approach of direct teaching and directive assessment, aimed at socialization and acquiring common knowledge and basic skills. Assessment of these pre-set goals requires at a lower stage objective summative testing, and at a more advanced stage-formative or value-added assessment. Level 2-An interpretive empowering approach, which aims at developing learner's self-directed-learning through independent and cooperative study. Evaluation is conducted in alternative ways, including teacher's facilitative feedback, and pupil's self-and mutual-assessment. Level 3-A personal approach, which seeks to develop inner self-growth powers of learning and to accommodate each person's unique aims and interests. At this level, self-evaluation of one's own goals is encouraged, to facilitate growth and foster autonomy.

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Section: Discussionmentioning

confidence: 99%

“…The educational experience around the world showed that it is impossible to get all the students to equally reach the goals of learning. Not even if we try to define exactly and phrase precisely and clearly the behavior that characterizes the behavior of one who achieved the goal (Swenson, 1950;Mayer, 2001;Pratt, 2020). 2.…”

Section: Discussionmentioning

confidence: 99%

A Proposal for Evaluation in Schools: Multifaceted Evaluation for the Facilitation of Learning and Instruction

Glaubman¹,

Glaubman²

2021

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“…Transcripts of recorded interviews were used in 16 articles (21.1%) to explore the epistemic frames in the community of practice [13], [60]- [62], games and assignment interviews [14], [20], [21], [63], [64], students' sense-making of feedback [65]- [67] and reading strategies [68], [69].…”

Section: Raw Data Formmentioning

confidence: 99%

“…All 76 reviewed articles included comparisons that can be grouped into one of eight categories (Figure 5). In 23 articles (30.3 %), the comparison was across levels of participants' performance, for example, high vs. low performers [19], [23], [25], [50], [74], [76], [86], student competency level [69], [102], quality of ideas [46], [73], learning outcomes [80], [83] , positive vs. negative gain [82], proficiency level [68], accuracy level [96] and correct graph solving [95].…”

Section: Comparisonsmentioning

confidence: 99%

“…The deductive coding was used in 32 (42.1%) articles with a top-down approach based on codes derived from previous research. Another 25 (32.9%) articles used inductive coding in a bottom-up approach that was generated from the data with no predefined coding framework using, for example, the grounded theory approach [21], [25], [45], [49], [51], [54], [60], [61], [64], [68], [69], [101], [102]. The third type of coding, which was reported in 19 articles (25%), used a combination of coding methods.…”

Section: Comparisonsmentioning

confidence: 99%

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A Systematic Literature Review of Empirical Research on Epistemic Network Analysis in Education

et al. 2022

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Scoping the Emerging Field of Quantitative Ethnography: Opportunities, Challenges and Future Directions

Kaliisa

Misiejuk

Irgens

et al. 2021

Communications in Computer and Information Science

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Quantitative Ethnography (QE) is an emerging methodological approach that combines ethnographic and statistical tools to analyze both Big Data and smaller data to study human behavior and interactions. This paper presents a methodological scoping review of 60 studies employing QE approaches with an intention to characterize and establish where the boundaries of QE might and should be in order to establish the identity of the field. The key finding is that QE researchers have enough commonality in their approach to the analysis of human behavior with a strong focus on grounded analysis, the validity of codes and consistency between quantitative models and qualitative analysis. Nonetheless, in order to reach a larger audience, the QE community should attend to a number of conceptual and methodological issues (e.g. interpretability). We believe that the strength of work from individual researchers reported in this review and initiatives such as the recently established International Society for Quantitative Ethnography (ISQE) can present a powerful force to shape the identity of the QE community.

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A Mixed Methods Approach to Exploring the Relationship between Beginning Readers’ Dialog About their Thinking and Ability to Self-correct Oral Reading

Cited by 6 publications

References 40 publications

A Proposal for Evaluation in Schools: Multifaceted Evaluation for the Facilitation of Learning and Instruction

A Proposal for Evaluation in Schools: Multifaceted Evaluation for the Facilitation of Learning and Instruction

A Systematic Literature Review of Empirical Research on Epistemic Network Analysis in Education

Scoping the Emerging Field of Quantitative Ethnography: Opportunities, Challenges and Future Directions

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