Zobrazeno 1 - 10
of 43
pro vyhledávání: '"Jonathan D. Bostic"'
Autor:
Kristin L.K. Koskey, Toni A. May, Yiyun “Kate” Fan, Dara Bright, Gregory Stone, Gabriel Matney, Jonathan D. Bostic
Publikováno v:
Methods in Psychology, Vol 8, Iss , Pp 100117- (2023)
The Delphi method has been adapted to inform item refinements in educational and psychological assessment development. An explanatory sequential mixed methods design using Delphi is a common approach to gain experts' insight into why items might have
Externí odkaz:
https://doaj.org/article/6c12df33f01d486c9774d1c91f1260e6
Fostering Justification: A Case Study of Preservice Teachers, Proof-Related Tasks, and Manipulatives
Autor:
Jonathan D. Bostic
Publikováno v:
Journal of Mathematics Education at Teachers College, Vol 7, Iss 1 (2016)
Instruction promoting reasoning and proof should be a part of K-12 mathematics teaching. Preservice teachers (PSTs) need mathematics content instruction that helps them construct valid justifications for mathematical notions and develop positive perc
Externí odkaz:
https://doaj.org/article/e435dad4d9024ee39b1fe6dbf0dfadba
Autor:
Toni A. May, Kristin L. K. Koskey, Jonathan D. Bostic, Gregory E. Stone, Lance M. Kruse, Gabriel Matney
Publikováno v:
School Science and Mathematics. 123:54-67
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ee94b4aca5a237e9dfce3f023e4906ac
https://doi.org/10.1111/ssm.12570
https://doi.org/10.1111/ssm.12570
Publikováno v:
Mathematics Teacher: Learning and Teaching PK-12. 115:252-264
Mathematics assessments should allow all students opportunities to demonstrate their knowledge and skills as problem solvers. Looking at textbook word problems, we share a process for revising them using Universal Design for Learning.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9757d76aa2449f5887778d4e536658b7
https://doi.org/10.5951/mtlt.2020.0365
https://doi.org/10.5951/mtlt.2020.0365
Autor:
Jonathan D. Bostic, Tiara Hicks
Publikováno v:
Mathematics Teacher: Learning and Teaching PK-12. 114:598-606
We describe a formative assessment approach called whole-class think alouds, which foster evidence-based instructional practices and promote the goal of assessment to promote learning. They allow students to collaborate and orally communicate their p
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ebf4a0f1f10f2df0b08a609e5bcf185b
https://doi.org/10.5951/mtlt.2020.0245
https://doi.org/10.5951/mtlt.2020.0245
Publikováno v:
Mathematics Teacher: Learning and Teaching PK-12. 114:498-507
All students have strengths that can be leveraged through universally designed instruction.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a0f79605155b3a4a4841204e0ab7aac6
https://doi.org/10.5951/mtlt.2020.0341
https://doi.org/10.5951/mtlt.2020.0341
Publikováno v:
Applied Measurement in Education. 34:46-60
Response process validity evidence provides a window into a respondent’s cognitive processing. The purpose of this study is to describe a new data collection tool called a whole-class think aloud (...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::13930fe8a20dd093e6243d225179aa17
https://doi.org/10.1080/08957347.2020.1835913
https://doi.org/10.1080/08957347.2020.1835913
Autor:
Jonathan D. Bostic
Publikováno v:
Applied Measurement in Education. 34:1-9
Think alouds are valuable tools for academicians, test developers, and practitioners as they provide a unique window into a respondent’s thinking during an assessment. The purpose of this special i...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5190c75ed90e6ce70ac6eeffa6a40374
https://doi.org/10.1080/08957347.2020.1835914
https://doi.org/10.1080/08957347.2020.1835914
Publikováno v:
School Science and Mathematics. 121:13-24
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::635eeca61eb47eb8435c311437b95542
https://doi.org/10.1111/ssm.12444
https://doi.org/10.1111/ssm.12444
Publikováno v:
Mathematics Teacher: Learning and Teaching PK-12. 113:864-867
Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4e62cf0de1f6982a5cd149fae0ad50b1
https://doi.org/10.5951/mtlt.2020.0099
https://doi.org/10.5951/mtlt.2020.0099