Zobrazeno 1 - 8
of 8
pro vyhledávání: '"Austin S. Jennings"'
Publikováno v:
AERA Open, Vol 5 (2019)
Research consistently has found teachers’ use of assessment data for instructional purposes challenging and inconsistent. To support teachers’ use of data, we need to develop shared knowledge about how data are and can be used to advance teaching
Externí odkaz:
https://doaj.org/article/192b7c5931694a69adfc4ae2510bd869
Autor:
Amanda B. Jennings, Austin S. Jennings
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 122:1-46
Background/Context Teachers’ practice of interim assessment data use is subject to an array of individual, social, and organizational contextual factors. While contemporary research situates interim assessments within teachers’ broader practice o
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e0c392695f1903ec4213080232d9b8bc
https://doi.org/10.1177/016146812012201210
https://doi.org/10.1177/016146812012201210
Publikováno v:
School Effectiveness and School Improvement. 32:96-117
Test-based accountability policy in the US has resulted in increased availability and use of assessment systems to support instructional decision making. Though limited, literature to date suggests...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fcc96f5f933e4c51c225c6c5f35843f5
https://doi.org/10.1080/09243453.2020.1777171
https://doi.org/10.1080/09243453.2020.1777171
Publikováno v:
Contemporary Educational Psychology. 54:235-246
A substantial body of research has demonstrated the efficacy of early writing interventions that target skills and composing processes; however, much less is known about the effectiveness of classroom writing instruction outside of the context of an
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ea076a1afb0c83b55dfc47813c9fb343
https://doi.org/10.1016/j.cedpsych.2018.06.013
https://doi.org/10.1016/j.cedpsych.2018.06.013
Publikováno v:
Journal of Educational Psychology. 110:502-517
Previous research has demonstrated that writing instruction can support reading achievement (Graham & Hebert, 2011); however much of this work involved carefully designed interventions. In this study, we evaluated a conceptual framework of the direct
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d5b586e3ba6313a734751e68574a02e1
https://doi.org/10.1037/edu0000232
https://doi.org/10.1037/edu0000232
Publikováno v:
AERA Open, Vol 5 (2019)
Research consistently has found teachers’ use of assessment data for instructional purposes challenging and inconsistent. To support teachers’ use of data, we need to develop shared knowledge about how data are and can be used to advance teaching
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0209fe629a1aa595febc948e5d7f5036
https://doaj.org/article/192b7c5931694a69adfc4ae2510bd869
https://doaj.org/article/192b7c5931694a69adfc4ae2510bd869
Autor:
Austin S. Jennings, Charles A. MacArthur, Elizabeth Farley-Ripple, David L. Coker, Huijing Wen, Allison F. Jackson
Publikováno v:
Reading and Writing. 29:793-832
As schools work to meet the ambitious Common Core State Standards in writing in the US, instructional approaches are likely to be examined (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010). Howev
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9b00f2080a8a66d1b16804fb816f084d
https://doi.org/10.1007/s11145-015-9596-6
https://doi.org/10.1007/s11145-015-9596-6
Publikováno v:
Journal of learning disabilities. 51(4)
To help all students meet the writing expectations of the Common Core State Standards, researchers need a deeper understanding of the characteristics of struggling writers. The purpose of this study was to explore the writing profiles of students inc
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ddec7410ff5d7ba52c5af546297bc6b9
https://pubmed.ncbi.nlm.nih.gov/28498726
https://pubmed.ncbi.nlm.nih.gov/28498726