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Full-Text Articles in Other Teacher Education and Professional Development

Community Partnerships In Urban, Title 1 Elementary Schools: A Mixed-Methods Study, Jae L. Strickland Oct 2016

Community Partnerships In Urban, Title 1 Elementary Schools: A Mixed-Methods Study, Jae L. Strickland

Educational Administration: Theses, Dissertations, and Student Research

The purpose of this mixed-methods study was to identify and describe community partnerships in Urban, Title 1 Elementary Schools.

Fifty-one principals from the Southern and Midwestern regions of the United States completed a 19-question on-line survey designed to explore community partnerships in Urban, Title 1 Elementary Schools. Of the 51 principals who completed the survey, 26 agreed to participate in a semi-structured interview.

The findings of the study suggest that community partnerships play an essential role in supporting Urban, Title 1 Elementary Schools. Finding community partners can be challenging. Principals who wish to engage community partners should identify the needs ...


The Relationship Of Formative Assessment To The Professional Development And Perspective Transformation Of Teachers, Kimberly K. Snyder Aug 2016

The Relationship Of Formative Assessment To The Professional Development And Perspective Transformation Of Teachers, Kimberly K. Snyder

Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education

This study uses practitioner research to explore teacher perspectives about formative assessment. The researcher engaged in a four-month-long series of professional development sessions with one middle school and two high school English-Language Arts teachers from the Capital View School District. Understanding formative assessment as a process to monitor student learning and then customizing instruction based on the data gathered from the formative assessment is a complex skill in which teachers need practice and even coaching to become adroit. The sessions were intended to help early-career teachers better understand formative assessment and incorporate it as a strategy in their teaching praxis ...