High School English Teachers Perceptions Of Rigor In Student Assignments
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| Author | : Cynthia S. Misenheimer |
| Publisher | : |
| Total Pages | : 182 |
| Release | : 2011 |
| Genre | : Critical thinking |
| ISBN | : |
According to Rigor at Risk: Reaffirming Quality in the High School Core Curriculum, a 2007 online publication of ACT, Inc., due to the lack of rigor in high school classes, students are losing momentum as they progress through high school (Misenheimer p. 6). This research set out to measure rigor in high school teaching. Specifically, the research was designed to examine the perceptions of high school English teachers as to the amount of rigor present in their student assignments as evidenced by a rubric based upon Bloom's revised taxonomy (Taxonomy of Educational Objectives : the Classification of Educational Goals, by Benjamin S. Bloom et al.). The researcher developed a rubric to assess the amount of rigor based upon the taxonomy. Teachers of standard level and honors level English classes in high schools from two school systems in North Carolina (p. 41) were asked to assess four of their student assignments that they considered challenging utilizing the rubric. They were also asked to rank the assignment with a level of rigor from one for low rigor to six for high rigor. The research design was causal-comparative, utilizing quantitative data. Two external raters, high school English teachers not involved in the initial grouping, scored the same assignments using the rigor rubric. The researcher calculated the inter-rater reliability of the external raters, calculated the mean score for each teacher based on the teacher's ratings of the four assignments and compared the mean with the mean of the external raters with a t-test. The study concluded that the high school English teachers tended to give themselves higher ratings for rigor than they were given by the external raters, and that the assignments tended to fall short in giving the students practice in critical thinking and problem-solving (p. 73).
| Author | : Cynthia Misenheimer |
| Publisher | : LAP Lambert Academic Publishing |
| Total Pages | : 92 |
| Release | : 2013 |
| Genre | : |
| ISBN | : 9783659439773 |
Much is written about rigor but there are few research studies on the subject. This study by Dr. Misenheimer adds to the research on teacher's perception of the rigor present in their classroom assignments and the actual amount of rigor that is present. This study may challenge your thinking about a subject we often discuss but have very little agreement on. This study examines high school English assignments in traditional high schools grades 9-12 and one Early College.
| Author | : Barbara R. Blackburn |
| Publisher | : Routledge |
| Total Pages | : 209 |
| Release | : 2013-09-05 |
| Genre | : |
| ISBN | : 1317922077 |
Learn how to increase rigor so that all students can reach higher levels of learning! With this new edition of a teacher-tested best seller, you get practical ideas for increasing text complexity, providing scaffolding during reading instruction, creating open-ended projects, and much more. The enhanced second edition provides important connections to the Common Core State Standards, plus new sections on problem-based learning, implementation of high standards, and working with special-needs students.
| Author | : Ian D. Copestake |
| Publisher | : Peter Lang |
| Total Pages | : 424 |
| Release | : 2004 |
| Genre | : History |
| ISBN | : 9783039101863 |
William Carlos Williams is widely acknowledged to be among the most important American poets of the twentieth century. This collection includes sixteen new essays from many of the world's leading authorities on Williams, and is published to commemorate the fortieth anniversary of his death in 1963. The volume contains fresh assessments of the nature and extent of Williams's profound and enduring impact on contemporary American poetic traditions, while providing a platform for appraising the neglected achievement of Williams as a writer of fiction and short stories. In doing so these and other essays highlight the nature and importance of Williams's relationship to working class life in twentieth-century America. Additionally, the volume groups together studies focusing on the enduring legacy of Williams's long poem, Paterson, and essays which revise Williams's perceived neglect of African-American and Native-American culture and history.
| Author | : Jason B. Costello |
| Publisher | : |
| Total Pages | : 145 |
| Release | : 2018 |
| Genre | : Academic achievement |
| ISBN | : |
Few components of education involve as much debate as homework does, particularly among scholars, educators, administrators, students, and parents. Some believe that homework is not needed for student academic achievement and that it creates an obstacle for students to engage in personal interests and endeavors. Others believe the practice is archaic and causes undue stress in parents and students. For these reasons, some argue it should be eliminated. Those who support the use of homework for research concluded it can improve academic achievement and promote student interest if it is used properly. This study is an attempt to provide insight into the strategies teachers use homework in the secondary classroom and their personal perspectives on the practice. This study included a mixed methods approach where teachers in a large, highly performing suburban high school were asked to complete a survey on their personal perspectives and use of homework (n = 70). Some survey respondents volunteered to participate in a face-to-face interview to expand their insights (n = 10). The study revealed that teachers’ use of homework is rather narrow and is primarily used for practicing skills, preparing for classroom assessments or for future lessons, and reinforcing learned material. These purposes of homework promote the extrinsic nature of the practice. Homework is used to promote grades, whether it is an acceptable grade on an assessment or an overall grade in a course. Rarely is homework used as a mode to encourage student interest or self-expression. Lack of intrinsic motivation to engage in homework provides for a poor perception of homework which causes it to be more of a chore rather than a valid instructional tool. When teachers provide homework that penetrates that intrinsic motivational realm, homework can become enjoyable which will provide greater possibility of long-term learning that, in turn, enhances student achievement. Teacher’s use of homework should contain extrinsic motivational techniques for it is important to perform adequately on assessments but should be balanced with the need to promote intrinsic motivation among students. In sum, the teacher use of homework should be redefined so that the full potential of its practice can be utilized.
| Author | : Willard R. Daggett |
| Publisher | : |
| Total Pages | : |
| Release | : 2012-06-25 |
| Genre | : |
| ISBN | : 9781938925009 |
| Author | : Eleanor Dougherty |
| Publisher | : ASCD |
| Total Pages | : 203 |
| Release | : 2012 |
| Genre | : Education |
| ISBN | : 1416614400 |
Drawing from her extensive experience as a teacher coach, author Eleanor Dougherty shows teachers and administrators how to craft high-quality assignments and helps them understand the powerful impact that assignments can have on teaching and learning.
| Author | : Rick Wormeli |
| Publisher | : Stenhouse Publishers |
| Total Pages | : 233 |
| Release | : 2006 |
| Genre | : Education |
| ISBN | : 1571104240 |
Differentiated instruction is a nice idea, but what happens when it comes to assessing and grading students? What's both fair and leads to real student learning? Fair Isn't Always Equal answers that question and much more. Rick Wormeli offers the latest research and common sense thinking that teachers and administrators seek when it comes to assessment and grading in differentiated classes. Filled with real examples and "gray" areas that middle and high school educators will easily recognize, Rick tackles important and sometimes controversial assessment and grading issues constructively. The book covers high-level concepts, ranging from "rationale for differentiating assessment and grading" to "understanding mastery" as well as the nitty-gritty details of grading and assessment, such as: whether to incorporate effort, attendance, and behavior into academic grades;whether to grade homework;setting up grade books and report cards to reflect differentiated practices;principles of successful assessment;how to create useful and fair test questions, including how to grade such prompts efficiently;whether to allow students to re-do assessments for full credit. This thorough and practical guide also includes a special section for teacher leaders that explores ways to support colleagues as they move toward successful assessment and grading practices for differentiated classrooms.
| Author | : Gordon, Richard K. |
| Publisher | : IGI Global |
| Total Pages | : 318 |
| Release | : 2016-12-12 |
| Genre | : Education |
| ISBN | : 1522518959 |
Creating a meaningful and interactive learning environment is a complex task for any educator. However, once this is accomplished, students have the chance to receive enhanced opportunities for knowledge development and retention. Challenges Associated with Cross-Cultural and At-Risk Student Engagement provides a comprehensive examination on emerging strategies for optimizing instructional environments in modern school systems and emphasizes the role that intercultural education plays in this endeavor. Highlighting research perspectives across numerous topics, such as curriculum design, student-teacher interaction, and critical pedagogies, this book is an ideal reference source for professionals, academics, educators, school administrators, and practitioners interested in academic success in high stakes assessment environments.
| Author | : Management Association, Information Resources |
| Publisher | : IGI Global |
| Total Pages | : 1673 |
| Release | : 2020-11-27 |
| Genre | : Education |
| ISBN | : 1799877507 |
The issue of social justice has been brought to the forefront of society within recent years, and educational institutions have become an integral part of this critical conversation. Classroom settings are expected to take part in the promotion of inclusive practices and the development of culturally proficient environments that provide equal and effective education for all students regardless of race, gender, socio-economic status, and disability, as well as from all walks of life. The scope of these practices finds itself rooted in curriculum, teacher preparation, teaching practices, and pedagogy in all educational environments. Diversity within school administrations, teachers, and students has led to the need for socially just practices to become the norm for the progression and advancement of education worldwide. In a modern society that is fighting for the equal treatment of all individuals, the classroom must be a topic of discussion as it stands as a root of the problem and can be a major step in the right direction moving forward. Research Anthology on Instilling Social Justice in the Classroom is a comprehensive reference source that provides an overview of social justice and its role in education ranging from concepts and theories for inclusivity, tools, and technologies for teaching diverse students, and the implications of having culturally competent and diverse classrooms. The chapters dive deeper into the curriculum choices, teaching theories, and student experience as teachers strive to instill social justice learning methods within their classrooms. These topics span a wide range of subjects from STEM to language arts, and within all types of climates: PK-12, higher education, online or in-person instruction, and classrooms across the globe. This book is ideal for in-service and preservice teachers, administrators, social justice researchers, practitioners, stakeholders, researchers, academicians, and students interested in how social justice is currently being implemented in all aspects of education.
