Zobrazeno 1 - 10
of 15
pro vyhledávání: '"Andrea J. Bingham"'
Autor:
Andrea J. Bingham
Publikováno v:
International Journal of Qualitative Methods, Vol 22 (2023)
This article outlines a five-phase process of qualitative analysis that draws on deductive (codes developed a priori) and inductive (codes developed in the course of the analysis) coding strategies, as well as guided memoing and analytic questioning,
Externí odkaz:
https://doaj.org/article/47c4bfc8118a498da832583547774f36
Publikováno v:
Education Policy Analysis Archives, Vol 27, Iss 0 (2019)
Testing and accountability measures have continued to expand since the passage of the No Child Left Behind Act in 2001. In addition to school and district accountability, student test scores increasingly formed the foundation of teacher performance m
Externí odkaz:
https://doaj.org/article/dde6bba09dcc468d9e83ca4821038465
Autor:
Andrea J. Bingham
Publikováno v:
The Palgrave Handbook of Educational Thinkers ISBN: 9783030810375
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e8fdd8a1071564e5e6ac68ad2bc31ab6
https://doi.org/10.1007/978-3-030-81037-5_24-1
https://doi.org/10.1007/978-3-030-81037-5_24-1
Autor:
Andrea J. Bingham
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 123:1-34
Background/Context Schools and teachers are under immense pressure to adopt technology as a mechanism of educational equity. As such, it is important to understand what school-level practices can support more meaningful technology integration in clas
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bda8b5d3cc43dc1c78d427ed2042768c
https://doi.org/10.1177/016146812112300704
https://doi.org/10.1177/016146812112300704
Publikováno v:
Peabody Journal of Education. 95:408-422
The premise of this article is that studies of distributed leadership could benefit from further incorporation of institutional approaches to better understand complex reform demands facing school ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5672d20d8059738b471d11cf596b5784
https://doi.org/10.1080/0161956x.2020.1800176
https://doi.org/10.1080/0161956x.2020.1800176
Autor:
Andrea J. Bingham
Publikováno v:
Kappa Delta Pi Record. 55:124-129
In this case study, learn how creation and use of modules, mastery-based grading, immediate feedback and consistent data use, and the reimagining of the school schedule allowed teachers to engage i...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8969e43eb6b14ca03c934bb988174da0
https://doi.org/10.1080/00228958.2019.1622383
https://doi.org/10.1080/00228958.2019.1622383
This practical book offers a guide to finding, choosing, and applying theoretical frameworks to social sciences research, and provides researchers with the scaffolding needed to reflect on their philosophical orientations and better situate their wor
Publikováno v:
The Qualitative Report.
Competency-based education (CBE) is an increasingly popular instructional model in K-12 schools. In this qualitative case study, we examine how teachers make sense of CBE, and what challenges they in implementing a CBE model. We find that CBE teacher
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::66605c02a3fd07e75d0bc0182a5b4cc7
https://doi.org/10.46743/2160-3715/2021.4383
https://doi.org/10.46743/2160-3715/2021.4383
Autor:
Patricia Burch, Andrea J. Bingham
Publikováno v:
Policy Futures in Education. 17:402-420
For years, policy implementation scholars have recognized the trend of school improvement policies converging on public schools in such a way that these policies create a paradox – policies aimed at school improvement have often been represented as
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d54a4506c24e166f76ee167080875505
https://doi.org/10.1177/1478210318813269
https://doi.org/10.1177/1478210318813269
Autor:
Andrea J. Bingham
Publikováno v:
Journal of Educational Change. 18:521-549
In recent years, there has been an increase in the popularity of personalized learning (PL) and educational technology in American K-12 schools. In particular, school models that use technology to deliver personalized learning experiences for student
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8dfc506fbea242c7378dccf3977b403b
https://doi.org/10.1007/s10833-017-9305-0
https://doi.org/10.1007/s10833-017-9305-0