Zobrazeno 1 - 6
of 6
pro vyhledávání: '"Viki M. Young"'
Autor:
Viki M. Young, Debbie H. Kim
Publikováno v:
Education Policy Analysis Archives, Vol 18, p 19 (2010)
The current educational reform policy discourse takes for granted the central role of using data to improve instruction. Yet whether and how data inform instruction depends on teachers’ assessment practices, the data that are relevant and useful to
Externí odkaz:
https://doaj.org/article/60c59e83c3b14611a67925f427b0d517
Autor:
Viki M. Young, Christina Luke
This white paper captures experiences and insights from educators and administrators as their districts integrated micro-credentials in support of professional learning around computational thinking as part of the Computational Thinking for Next Gene
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5de87f19a291b56c03b19947c3320f5e
https://doi.org/10.51388/20.500.12265/103
https://doi.org/10.51388/20.500.12265/103
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 118:1-26
This article presents a case study of scaling up the T-STEM initiative in Texas. Data come from the four-year longitudinal evaluation of the Texas High School Project (THSP). The evaluation studied the implementation and impact of T-STEM and the othe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::98703cf64a9d38710857c7d57193040b
https://doi.org/10.1177/016146811611801310
https://doi.org/10.1177/016146811611801310
Autor:
Viki M. Young
Publikováno v:
American Journal of Education. 112:521-548
This article explores the influence of grade‐level team norms and district and school leadership on teachers’ data use. Using an embedded‐systems perspective to consider teachers’ data use in four schools located in two different districts, t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::127e8528665029e19b9c5642bb8c02c7
https://doi.org/10.1086/505058
https://doi.org/10.1086/505058
Publikováno v:
Education Policy Analysis Archives, Vol 22, Iss 0 (2014)
Using survey data collected from 2,273 teachers in Texas, this study explores differences in school organization that contribute to the experiences (e.g., working conditions, instruction and student engagement in learning, self-efficacy and job satis
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e4d4be24d0765b05cd09be40f6ce44f9
https://doi.org/10.14507/epaa.v22n3.2014
https://doi.org/10.14507/epaa.v22n3.2014
Publikováno v:
Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas; 1/20/2013, Vol. 22 Issue 3, p1-31, 31p