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An Open Vocabulary Approach for Estimating Teacher Use of Authentic Questions in Classroom Discourse
Peer reviewed
Download full textCook, Connor; Olney, Andrew M.; Kelly, Sean; D'Mello, Sidney K. – International Educational Data Mining Society, 2018
Automatic assessment of the quality of classroom discourse can have a transformative effect on research and practice on improving teaching effectiveness. We improve on a previous automated method to measure teacher authentic questions -- open-ended questions without pre-scripted responses that predict student achievement growth -- using classroom…
Descriptors: Vocabulary, Academic Discourse, Teacher Effectiveness, Partnerships in Education
Direct linkGomez Zwiep, Susan – AERA Online Paper Repository, 2016
This study examines teachers' initial conceptions of an integrated STEM-PBL approach and their perceptions of what facilitates or hinders implementation in their schools. This study took place within the first year of a three-year STEM Professional Development (PD) program for middle school math, science and English language arts teachers. The two…
Descriptors: Integrated Curriculum, STEM Education, Problem Based Learning, Interdisciplinary Approach
New York State Education Department, 2014
The purpose of this report is to summarize the activities of the standard-setting meeting for the New York State Alternate Assessment (NYSAA) in English Language Arts (ELA) and mathematics (Grades 3-8 and High School), science (Grades 4, 8, and High School), and social studies (High School). The NYSAA standard-setting meeting was held on June 11…
Descriptors: Alternative Assessment, Standard Setting, English Instruction, Language Arts
