Scientific Reasoning Research Institute - tlt en beatty-2008tpp <div class="pub-title">The TLT Pedagogical Perspectives Interview</div> <div class="pub-authors">Beatty, Ian D.</div> <div class="pub-year">(2008)</div> <div class="pub-citation"><p>Beatty, I. D. (2008). <em>TPPI: The TLT Pedagogical Perspectives Interview</em> (technical report beatty-2008tpp). Amherst, MA: University of Massachusetts Scientific Reasoning Research Institute.</p> </div> <div class="pub-abstract"> <p>The <em>TLT Pedagogical Perspectives Interview</em> (TPPI) is a two-part semi-structured interview designed to elicit a practicing teacher's outlook on several general and specific aspects of teaching, including teaching goals, views on classroom roles, beliefs about learning, and orientation towards formative assessment, wholeclass discussion, student motivation, flexible class planning, and reflective improvement of practice. We expect these aspects impact a teacher's response to the <em>Technology-Enhanced Formative Assessment</em> (TEFA) pedagogy, or to be impacted by professional development focused on TEFA. The instrument has been field-tested with 22 science and mathematics teachers at two different schools, and analysis of data collected with it is in progress.</p> </div> <table id="attachments" class="sticky-enabled"> <thead><tr><th>Attachment</th><th>Size</th> </tr></thead> <tbody> <tr class="odd"><td><a href="">TPPI Report v1.0 (PDF)</a></td><td>112.63 KB</td> </tr> </tbody> </table> instrumentation tlt Tue, 31 Mar 2009 15:15:55 +0000 ibeatty 360 at feldman-2008tlt <div class="pub-title">Teacher learning of technology-enhanced formative assessment</div> <div class="pub-authors">Feldman, Allan <br />Capobianco, Brenda M.</div> <div class="pub-year">(2008)</div> <div class="pub-citation"><p><strong>Journal of Science Education and Technology</strong>, <strong>17</strong>(1):82–99.</p> </div> <div class="pub-abstract"> <p>This study examined the integration of technology enhanced formative assessment into teachers' practice. Participants were high school physics teachers interested in improving their use of a classroom response system (CRS) to promote formative assessment (FA). Data were collected using interviews, direct classroom observations, and collaborative discussions. The physics teachers engaged in collaborative action research to learn how to use FA and CRS to promote student and teacher learning. Data were analyzed using open coding, cross-case analysis, and content analysis. Results from data analysis allowed researchers to construct a model for knowledge skills necessary for the integration of technology enhanced formative assessment into teachers' practice. The model is as a set of four technologies: hardware and software; methods for constructing FA items; pedagogical methods; and curriculum integration. The model is grounded in the idea that teachers must develop these respective technologies as they interact with the CRS (i.e. hardware and software, item construction) and their existing practice (i.e. pedagogical methods, curriculum). Implications are that for teachers to make FA an integral part of their practice using CRS, they must: 1) engage in the four technologies; 2) understand the nature of FA; and 3) collaborate with other interested teachers through action research.</p> </div> <table id="attachments" class="sticky-enabled"> <thead><tr><th>Attachment</th><th>Size</th> </tr></thead> <tbody> <tr class="odd"><td><a href="">Complete article (PDF)</a></td><td>707.54 KB</td> </tr> </tbody> </table> classroom response systems teacher professional development tlt Fri, 02 May 2008 19:16:19 +0000 root 352 at