Skills training versus action research in-service: Impact on student attitudes to self-evaluation

Teaching and Teacher Education

Volumn 14, Issue 5, 1998, Pages 463-477

  Ross, John A ^a   Rolheiser, Carol ^a   Hogaboam Gray, Anne ^a  

^a UNIVERSITY OF TORONTO   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0032400064     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0742-051X(97)00054-1     Document Type: Article

References (59)

1. Anderson G., Herr K., Nihlen A. Studying your own school. An educator's guide to quantitative research practice:1994;Corwin, Thousand Oaks, CA.
2. Archer-Kath J., Johnson D., Johnson R. Individual versus group feedback in cooperative groups. Journal of Social Psychology. 134(5):1995;681-694.
3. Arter, J., Spandel, V., Culham, R., & Pollard, J., (1994). The impact of training students to be self-assessors of writing. Paper presented at the American Educational Research Association, New Orleans.
4. Bell B., Gilbert J. Teacher development. A model from science education:1996;Falmer Press, London.
5. Bencze J. L. Towards a more authentic and feasible science curriculum for secondary schools. 1995;University of Toronto, Toronto. Unpublished doctoral dissertation.
6. Bennett B. The effectiveness of staff development training practices. A meta-analysis:1987;University of Oregon. Unpublished doctoral dissertation.
7. Bennett, B., Rolheiser, C., & Stevahn, L. (1991). Cooperative learning: Where heart meets mind. Toronto: Educational Connections.
8. Bennett S., Wragg E., Carre C., Carter D. A longitudinal study of primary teachers' perceived competence in, and concerns about, National Curriculum implementation. Research Papers in Education. 7(1):1992;53-78.
9. Bickel W., Hattrup R. Teachers and researchers in collaboration. Reflections on the process American Educational Research Journal. 32(1):1995;35-62.
10. Briscoe C. The dynamic interactions among beliefs, role metaphors, and teaching practices. A case study of teacher change Science Education. 75(2):1991;185-199.
11. Calhoun, E., & Allen, L. (1994). Results of school wide action research in the league of professional schools. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
12. Clark C. Teachers as designers in self-directed professional development. Hargreaves A., Fullan M. Understanding teacher development. 1992;75-84 Teachers College Press, New York, NY.
13. Cochran-Smith M., Lytle S. Communities for teacher research. Fringe or forefront McLaughlin M., Oberman I. Teacher learning. New policies, new practices:1996;92-112 Teachers College Press, New York.
14. Conway R., Kember D., Sivan A., Wu M. Peer assessment of an individual's contribution to a group project. Assessment and Evaluation in Higher Education. 18(1):1993;45-54.
15. Fullan M. Change forces. Probing the depths of educational reform:1993;Falmer, London, UK.
16. Fullan M. The consultant. Fullan M. The meaning of educational change. 1982;180-192 OISE Press, Toronto, ON.
17. Fullan M., Connelly M. Teacher education in Ontario. Current practice and options for the future:1990;Ministry of Colleges and Universities, Toronto, ON.
18. Galbo, K. (1989). Peer coaching: Preliminary findings regarding the realities of follow through. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
19. Gooding C., Swift J., Schell R., Swift P., McCroskery J. A causal analysis relating previous achievement, attitudes, discourse, and intervention to achievement in biology and chemistry. Journal of Research in Science Teaching. 27(8):1990;789-802.
20. Green, K., & Kvidahl, R. (1990). Research methods courses and post-bachelor education: Effects on teachers' research use and methods. Paper presented at the annual meeting of American Educational Research Association, Boston.
21. Grimmett P., Erickson G. Reflection in teacher education. 1998;Teachers College Press, New York, NY.
22. Gullickson A. Teacher education and teacher-perceived needs in educational measurement and evaluation. Journal of Educational Measurement. 23:1986;347-354.
23. Hall G., Hord S. Change in schools. 1987;State University of New York, New York.
24. Hargreaves A. Changing teachers, changing times. Teachers' work and culture in the postmodern age:1994;OISE Press, Toronto.
25. Henry D. Whole language students with low self-direction. A self-assessment tool:1994;University of Virginia, Virginia.
26. Huber G., Eppler R. Team learning in German classrooms. Processes and outcomes Sharan S. Cooperative learning. Theory and research:1990;151-171 Praeger, New York.
27. Huberman M. The many modes of the participatory evaluation. Cousins J. B., Earl L. Participatory evaluation in education. Studies in evaluation use and organizational learning:1995;103-111 Falmer Press, London.
28. Hughes B., Sullivan H., Mosley M. External evaluation, task difficulty, and continuing motivation. Journal of Educational Research. 78(4):1985;210-215.
29. Impara J., Plake B., Fagar J. Teachers' assessment background and attitudes toward testing. Theory into Practice. 32(2):1993;113-117.
30. Johnson D., Johnson R., Stanne M. Impact of goal and resource interdependence on problem-solving success. Journal of Social Psychology. 129(5):1990;621-629.
31. Joyce B., Showers B. Student achievement through development. 1988;Longman, New York.
32. Kemmis S. Critical reflection. Wideen M., Andrews I. Staff development for school improvement. 1987;73-90 Falmer Press, East Sussex, UK.
33. Lorsbach A., Tobin K., Briscoe C., LaMaster S. An interpretation of assessment methods in middle school science. International Journal of Science Education. 14(3):1992;305-317.
34. Lytle S., Cochran-Smith M. Learning from teacher research. A working typology Teachers College Record. 92(1):1990;83-103.
35. Mabry, L. (1992, April). Empirical evidence of validity and reliability in measuring student achievement via alternative assessment methods. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
36. Marso, R., & Pigge, F. (1992). A summary of published research: Classroom teachers' knowledge and skills related to the development and use of teacher-made tests. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
37. Mathieson S. An evaluation model for inservice teacher education. Evaluation and Program Planning. 15(3):1992;255-261.
38. Miles M. Forward. Guskey T., Huberman M. Professional development in education. New paradigms and practices:1995;vii-ix Teachers College Press, New York.
39. Mosenthal J. Change in two teachers' conceptions of math or writing instruction after in-service training. Elementary School Journal. 95(3):1995;263-277.
40. Muhr T. ATLAS/ti. Computer aided text interpretation and theory building. Release 1.1E:1995;Scientific Software Development, Berlin.
41. Noffke S. Professional, personal, and political dimensions of action research. Review of Research in Education. 22:1997;305-343 American Educational Research Association, Washington.
42. Oosterhof, A. (1995). An extended observation of assessment procedures used by selected public school teachers. Paper presented at the American Educational Research Association, San Francisco.
43. Paris S., Lawton T., Turner J., Roth J. A developmental perspective on standardized achievement testing. Educational Researcher. 20(5):1991;12-20, 40.
44. Paris, S., Turner, J., & Lawton, T. (1990, April). Students' views of standardized achievement tests. Paper presented at the annual meeting of the American Educational Research Association, Boston.
45. Rolheiser C. Self-evaluation. Helping students get better at it:1996;Visutronx, Toronto.
46. Ross J. Effects of feedback on student behavior in cooperative learning groups in a grade 7 math class. Elementary School Journal. 96(2):1995;125-143.
47. Ross, J. (1995c). Assessment of group process and product. Final report of Ministry of Education Transfer Grant Project. Peterborough, ON: OISE Trent Valley Centre.
48. Ross J., Regan E. Sharing professional experience. Its impact on professional development Teaching and Teacher Education. 9(1):1993;91-106.
49. Ross, J., Rolheiser, C., & Hogaboam-Gray, A. (1998a). Student evaluation in cooperative learning: Teacher cognitions. Teachers and Teaching. In press.
50. Ross, J., Rolheiser, C., & Hogaboam-Gray, A. (1998b). Teaching students how to self-evaluate when learning cooperatively: The effects of collaborative action research on teacher practice. Elementary School Journal. In Press.
51. Ruiz-Primo, M., & Shavelson, R. (1995), Rhetoric and reality in science performance assessments: An update. Paper presented at the annual conference of the American Educational Research Association, San Francisco.
52. Scheirer M. A user's guide to program templates. A new tool for evaluating program content. New directions for evaluation #72:1996;Jossey-Bass, San Francisco.
53. Schensul J., Schensul S. Collaborative research. Methods of inquiry for social change Lecompte M., Millroy W., Preissle J. The handbook of qualitative research in education. 1992;161-200 Academic Press, San Diego, CA.
54. Schunk, D. (1995). Learning goals and self-evaluation: Effects on children's cognitive skill acquisition. Paper presented at the annual conference of the American Educational Research Association, San Francisco.
55. Summers, M., & Kruger, C. (1993). Long term impact of a new approach to teacher education for primary science. Paper presented at the annual meeting of the British Educational Research Association, Liverpool, England.
56. Thiessen D. Classroom-based teacher development. Hargreaves A., Fullan F. Understanding teacher development. 1992;85-109 Teachers College Press, New York.
57. Tillema H., Imants J. Training for the professional development of teachers. Guskey T., Huberman M. Professional development in education. New paradigms and practices:1995;135-150 Teachers College Press, New York.
58. Wade R. K. What makes a difference in inservice teacher education? A meta-analysis of research. Educational Leadership. 42:1984;48-59.
59. Wiggins G. Assessing student performance. Explore the purpose and limits of testing:1993;Jossey-Bass, San Francisco, CA.