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Classroom Experience (classroom + experience)
Selected AbstractsReconceptualizing Validity for Classroom AssessmentEDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 4 2003Pamela A. Moss This article explores the shortcomings of conventional validity theory for guiding classroom assessment practice and suggests additional theoretical resources from sociocultural theory and hermeneutics to complement and challenge conventional theory. To illuminate these concerns and possibilities in a concrete context, the author uses her own classroom experience in teaching a qualitative research methods course. The importance of examining cases of assessment practice in context for developing, teaching, and evaluating validity theory is discussed. [source] "He Will Crush You Like an Academic Ninja!": Exploring Teacher Ratings on Ratemyprofessors.comJOURNAL OF COMPUTER-MEDIATED COMMUNICATION, Issue 3 2005Jeannette Kindred This study examines students' motives for use and perceptions of the web site http://www.ratemyprofessors.com, one of the main sites that allow students to post anonymous ratings of college professors in the United States and Canada. The contents of comments posted to the web site are examined for relationships to numerical ratings on the site and motivations expressed by students for participating in the rating process. Qualitative (focus group interviews) and quantitative (content analysis) investigations are presented. Students' motives for accessing Ratemyprofessors.com include information seeking, convenience, and interpersonal utility. As regards teacher ratings, the results indicate that students were primarily concerned with issues such as instructor competence and the classroom experience. [source] Reconciling pedagogy and health sciences to promote Indigenous healthAUSTRALIAN AND NEW ZEALAND JOURNAL OF PUBLIC HEALTH, Issue 2 2000Denise Main Objectives: To increase knowledge and skills regarding Indigenous learning styles. To raise awareness within the tertiary education sector that Aboriginal students learn differently and that Indigenous cultures and pedagogy have validity and strength. To examine pedagogical strategies that assist both tertiary students capacity for learning and university lecturers' delivery and evaluation of teaching and learning strategies. Methods: A qualitative, ethnographic framework using personal observations, field and classroom experience, interviews and review of literature in the fields of education, public health and Indigenous cultural perspectives. Results: Aboriginal people are the receivers of services and programs that will be delivered, in the majority of cases, by university-educated, non-Aboriginal, professional health care providers. Indigenous students face specific challenges in obtaining an effective education for working in the Aboriginal and wider community in the field of public health; the challenges relate to culture, health paradigms and community. Conclusion: Lecturers in health and human science courses for Aboriginal students need to both examine and appreciate the cultural constraints on learning faced by their students within the context of mainstream curriculum, and to build on the large pool of knowledge and learning styles that Aboriginal society bequeaths to Aboriginal students. Implications: Academics can apply the cultural differences and knowledge base of the Indigenous community as a force to promote health through learning. [source] Transformational teaching and the practices of black women adult educatorsNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 109 2006Juanita Johnson-Bailey This chapter uses the classroom experiences of two black women professors as a lens to examine how transformational theory affects learning and teaching. It also explores the ways in which dimensions of power have an impact on student-teacher interactions. [source] | ||||||||||