首页> 外文学位 >English faculty community building: Writing portfolio assessment groups as teaching circles.
【24h】

English faculty community building: Writing portfolio assessment groups as teaching circles.

机译:英语教师社区建设:编写档案袋评估小组作为教学圈子。

获取原文
获取原文并翻译 | 示例

摘要

This study investigates how first-year composition teachers use portfolio-based assessment groups as opportunities for interdepartmental conversation and collaboration about teaching, probing of pedagogical belief systems and evaluation of teaching practices and as refuges to explore new instructional methods. The study was conducted at Grand Valley State University (GVSU) where freshman writing instructors meet weekly in portfolio grading groups to evaluate student writing; however, these assessment meetings have evolved into something more complex and important. They have become unofficial teaching circles in which teachers reflect on their own teaching and that of their colleagues in order to more effectively negotiate the difficulties of teaching first-year composition. In these "faculty learning communities" teaching becomes "more public" and "community building" occurs (Cox, 1999, p. 41). Research in composition studies supports the idea that portfolio groups enrich the process of assessing writing, the teaching of writing, and curriculum and faculty development in a writing program (Elbow & Belanoff, 1997; Hamp-Lyons & Condon, 2000; Broad 2003). The study was designed to answer these research questions:;* What is the context in which these portfolio assessment groups occur? * How do teachers talk about teaching within the context of portfolio assessment groups? * How does this group talk impact teachers' pedagogical beliefs? * How does this group talk impact teachers beyond pedagogy? The study used an ethnographic design and employed multiple methodologies (i.e., observation, journals, field notes, interviews and cultural artifacts) to fully explore how portfolio assessment groups function as more than a method for grading student writing.;The major findings of the study indicate that teacher participants used the portfolio grading groups to make their teaching more public, to dialogue with colleagues about good professional practice, to develop as teachers, gauge their effectiveness as instructors, and try new pedagogical approaches. Additionally, the findings confirm that the assessment groups also serve as an antidote to teacher isolation, promote collegiality, motivate department community-building, contribute to a healthier workplace, and act as a department equalizer for teachers in the study.
机译:这项研究调查了一年级作文教师如何使用基于档案袋的评估小组作为部门间对话和协作的机会,以进行教学,探究教学信念体系和评估教学实践,并寻求新的教学方法。这项研究是在大谷州立大学(GVSU)进行的,新生写作老师每周在档案袋评分小组中开会,评估学生的写作。但是,这些评估会议已经演变为更加复杂和重要的事情。他们已经成为非正式的教学圈子,教师可以反思自己的教学和同事的教学,以便更有效地解决一年级作文的教学困难。在这些“教师学习社区”中,教学变得“更加公开”,并且发生了“社区建设”(Cox,1999,第41页)。作文研究的研究支持这样一种观点,即档案袋群体在写作程序中丰富了写作评估,写作教学以及课程和教师发展的过程(Elbow&Belanoff,1997; Hamp-Lyons&Condon,2000; Broad 2003)。该研究旨在回答以下研究问题:; *这些投资组合评估小组的发生背景是什么? *教师如何在档案袋评估小组的背景下谈论教学? *小组讨论如何影响教师的教学信念? *小组讨论如何影响教学法以外的教师?该研究使用人种志学设计并采用了多种方法(即观察,期刊,田野笔记,访谈和文化文物)来充分探索档案袋评估组的功能,而不只是一种对学生写作进行评分的方法。表示教师参与者使用档案袋评分小组来使其教学更加公开,与同事讨论良好的专业实践,发展为教师,评估其作为指导老师的有效性并尝试新的教学方法。此外,研究结果还证实,评估小组还可以作为隔离教师的良药,促进学院风气,促进部门社区建设,为更健康的工作场所做出贡献,并充当研究中教师的部门平衡者。

著录项

  • 作者

    Mulally, Dauvan D.;

  • 作者单位

    Indiana University of Pennsylvania.;

  • 授予单位 Indiana University of Pennsylvania.;
  • 学科 Language Rhetoric and Composition.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 242 p.
  • 总页数 242
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 宗教;
  • 关键词

  • 入库时间 2022-08-17 11:41:17

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号