“The Variation of a Teacher’s Classroom Observation Rating across Multiple Classrooms”
by: Xiaoxuan Lei
Classroom observations have been increasingly used for teacher evaluations, and thus it is important to examine the measurement quality and the use of observation ratings. When a teacher is observed in multiple classrooms, his or her observation ratings may vary across classrooms. In that case, using ratings from one classroom per teacher may not be adequate to represent a teacher’s quality of instruction. However, the fact that classrooms are nested within teachers is usually not considered while classroom observation data is analyzed. Drawing on the Measures of Effective Teaching (MET) dataset, this dissertation examined the variability of a teacher’s classroom observation ratings across his or her multiple classrooms. In order to account for teacher-, school-, and rater-level variations, a cross-classified random effects modeling (CCREM) approach was used for the analysis. Two research questions were addressed: (1) What is the variability of a teacher’s classroom observation ratings across multiple classrooms? (2) To what extent is the classroom-level variation within teachers explained by observable classroom characteristics? The results suggested that the classrooms shared 4.9% to 14.7% of the variation in the classroom observation ratings for math and 6.7% to 15.5% of the variation for ELA. The results also showed that classroom characteristics (i.e., class size, proportion of minority students, proportion of male students, proportion of English language learners, proportion of students with free or reduced lunch status, and proportion of students with disability) had limited contribution to explaining the classroom-level variation. The results of this dissertation indicate a necessity of taking into account teachers’ multiple classrooms when classroom observation ratings are used to evaluate teachers in high-stakes settings. Also, classroom observation rating adjustment for certain demographic characteristics of classrooms and other construct-irrelevant variations should be further investigated for teacher evaluation.
“A Phenomenological Case Study of Pakistani Science Teachers’ Experience of Professional Development”
by: Azhar Majeed QureshiEffective teacher development is significant for any educational system lo remain competitive in a global arena (Bayar, 2014). However, science teachers’ professional development activities have often been found to be ineffective (Opfer & Pedder, 2011 ). Science teachers also minimally participale in such activities due to their ineffective experiences (Chval, Abell, Pareja, Musikul & Ritzka, 2007). Understanding how science teachers’ experiences are constructed is also crucial to create programs to meet their needs (Schneider & Plasman, 2011 ). It is also essential in the construction of professional development experiences to recognize who is being served In professional development (Saka, 2013). But rigorous methods are required to understand the outcomes of professional development (Koomen, Blair, Young-Isebrand & Oberhauser, 2014). The purpose of this phenomenological case study was lo study how secondary school science teachers describe their experiences of professional development in Punjab (Pakistan). How these teachers understand, make sense, and use of those intended goals of professional development opportunities and change their practices through the implementation of learned knowledge of professional development. This study used purposive sampling to collect the qualitative data from the three districts of the Punjab (Pakistan). The data collection was done through conducting semi-structured in-<Jepth phenomenological interviews with fifteen science teachers (Seidman, 2013). The data were analyzed using three-stage coding methods, and thematic analysis. Three main themes emerged from the analysis of data. The first theme of sense making is about their understanding and description of intended meaning of professional development activities. The second theme of meaningful experiences captured the participants’ perceived benefits from the PD activities. The third Theme of contextual and cultural factors is focused on the understanding the impact of these factors in imparting of professional development experiences. The findings of the study communicate the significance of science teacher’ role in professional development activities. Science teachers’ voices, needs and active involvement must be taken into consideration in the designing and implementation of such activities.
“Self-Compassion and Healthy Behavior Regulation”
by: David Biber
OBJECTIVES: The purpose of the literature review is to examine the impact of self-compassion interventions on the self-regulation of health behaviors. While the review provides an initial understanding of the positive impact of self-compassion on behavioral regulation. further research needs to examine the impact on physical activity (PA). Therefore, the purpose of this study is to test the effects of a theory of planned behavior (TPB) workplace intervention on self-compassion, PA motivation, and PA behavior among university employees. METHODS: Eligible participants will be employees from 15 Georgia State University departments that will be invited and agree to participate in the fourth annual Desire2Move (D2M) competition. Departments will be assigned to either a self-compassion treatment group or an attention control group. Participants in the treatment and control groups will log their PA minutes and modes using the MapMyRun website or smartphone application for eight consecutive weeks. Treatment group participants will be asked to complete a seven-week self-compassion intervention beginning the second week of D2M that aims to increase PA motivation and behavior. Self-compassion, TPB constructs (i.e. attitude, subjective norm, perceived behavioral control, intention), and PA behavior will be collected pre- and post-intervention. Pearson correlations will be performed to examine the associations among self-compassion, the TPB constructs, and PA behavior. To analyze group differences on self-compassion, TPB constructs, and PA, separate repeated measures mixed ANOVAs with group assignment (treatment and control) as the between-groups variable and time (pre-intervention and post-intervention) as the within-groups variable will be used. Results will provide information about the effectiveness of a theory-based self-compassion intervention within an existing PA program.
A performance by mezzo-soprano Alexandra Gravas combining modern Greek music and poetry. The works of poets Constantine Cavafy, George Seferis, Odysseas Elytis, Yannis Ritsos, and others will be showcased.
“A Multi-Level Discourse Analysis of African American Middle School Girls Science Identity Development:
by: Katherine Wade
Recent statistics show that, despite years of interventions both in and out of school, African American women are not pursuing science and engineering careers at the same rates as their White and/or male peers (NSF, 2014 }. This gap persists despite research indicating that African American middle school girls are more engaged in science than their peers, even though they do not want to pursue careers In science (Hanson, 2007). This research argues that the lack of African American women in science careers is the result of a nuanced and complicated process and can only be adequately addressed through consideration of multiple levels of discourse. Specifically, a better understanding of macro level discourses that are present in and circulated through schools and work to position African American girls in ways that are outside of science learning is necessary. This level of analysis describes what identities are available in society for specific students. Additionally, analysis of the meso level, or structural, discourses that are evident in the figured worlds of school and school science is important to understand how students actually experience the macro level discourses in their everyday schooling. This level of analysis details how specific identities are privileged or disprivileged in schools and science classrooms. Finally, a micro level examination of the way students ascribe to, resist, or negotiate these discourses will provide detailed information on individual students’ science identity 1 development. Additionally, a consideration of multiple scientific contexts, including classrooms and after school programs, will explore the fluid nature of students’ identity development.
Distinguished Speaker Series: Kent McGuire, Southern Education Foundation
Kent McGuire, president and CEO of the Southern Education Foundation, will speak to CEHD students, faculty and staff Nov. 2 as part of the Distinguished Speaker Series.
McGuire is responsible for the organization’s mission, which is to advance equity and excellence in education in the American South. Prior to joining SEF, he served as dean of the College of Education at Temple University and was a tenured professor in the Department of Educational Leadership and Policy Studies. Previously, McGuire was senior vice president at MDRC, Inc., served as assistant secretary of the U.S. Department of Education during the Clinton administration and was the education program officer for the Philadelphia-based Pew Charitable Trusts. He received his Ph.D. in public administration from the University of Colorado at Boulder, his M.A. in education administration and policy from Columbia University Teacher’s College and his B.A. in economics from the University of Michigan.
His presentation will frame the current education policy environment (e.g., what has the reauthorization of the Every Student Succeeds Act brought us and what might surface in the context of a corresponding Higher Education Opportunity Act reauthorization) from an equity/social justice point of view. He will also talk about the implications for research and areas of potential leadership for the research community and how all this likely impacts the new diverse majority in the South.
The Distinguished Speaker Series brings cutting-edge researchers at the state and national levels to the college on the first Wednesday of each month. Presentations are held at 12 noon (unless otherwise noted) in the College of Education and Human Development Forum, room 1030.
For more information, click here.
Interested in issues of adult literacy, social justice and equal access to public universities? Interested in providing a college experience for students with intellectual disabilities?
The Adult Literacy Research Center’s next brown bag lunch is scheduled for Thursday, Nov. 3, at 12 p.m. in the center’s conference room (One Park Place, suite 503).
This presentation will feature Dan Crimmins, director of the Center for Leadership in Disability; Niklas Vollmer, associate professor in communications and co-director of the Inclusive Digital Expression and Literacy (IDEAL) program; and Mackenzie Suttles, IDEAL program coordinator as they present work on the IDEAL program, which will be implemented at Georgia State University.
This presentation will provide an overview of inclusive postsecondary education programs (IPSEs) for students with intellectual disabilities, including the evidence-supporting IPSE programs and start-up considerations for the IDEAL program at Georgia State. In particular, the presentation will focus on digital storytelling as a framework for guiding the development and implementation of the university’s IDEAL program.
Please RSVP by Oct. 25 to Iris Feinberg at firstname.lastname@example.org.
Meetings are held on Thursday evenings in the Forum, 10th floor of the College of Education & Human Development Building Suite 1030 beginning at 6:00 p.m. with dinner followed by the business meeting. An RSVP is required for dinner.
Please confirm attendance to Elisa Tate at email@example.com.
Our Spring-Fall 2016 Meeting Dates:
- January 21
- February 18
- March 3
- April 71
- May 5 — Board meeting
- June 2
- July 7
- August 4 — Board meeting
- September 1
- October 6
- November 3 — Board meeting
- December 1
Stress Center Speaker Series
Nov. 4, 2016
CEHD room 1030
“Heterosexism and Lesbian, Gay, and Bisexual Persons’ Psychosocial Health”
Dawn M. Szymanski, University of Tennessee
Heterosexist bias, prejudice and discrimination often go unchallenged in American culture and are often tolerated and accepted. These oppressive conditions can make managing a sexual-minority identity complex, challenging and difficult. This presentation will discuss how external and internalized heterosexism influence lesbian, gay and bisexual (LGB) persons’ lives. It will discuss three popular theoretical approaches used to understanding the impact of heterosexism on LGB persons’ psychosocial health. Recent empirical studies will be used to illustrate these theoretical approaches. Finally, LGB resilience will be discussed.
For more information about the Stress Center Speaker Series, click here.