Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This study examines whether preservice teachers transfer assessment skills learned in university coursework to their final student teaching experience. Comparisons between traditional and online course delivery models will be made.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This essay synthesizes the author’s first-time experience teaching the basic course with instructional communication literature, as it explores the various pedagogic strategies teachers employ to positively influence students’ motivation and learning. Concluding that instructional communication behaviors play a fundamental role in the learning process, the author argues it is crucial for instructors to implement formal and informal assessment tools in order to expose instructional weaknesses and adjust pedagogical frameworks accordingly, thereby maximizing students’ learning potential.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Once an assessment tool such as the Early-Grade Reading Assessment has been used, and the results indicate serious problems with early-grade reading, the next obvious question is how to address those problems. One of the greatest strengths of EGRA as an assessment tool is that it is powerful as both a baseline assessment, which can give a national or localized overview of reading attainment, and as a diagnostic tool for determining the instructional support that is necessary to address problem areas. It can also be adapted for use in performance monitoring as instructional interventions take place. Building on the research behind EGRA, and the expertise brought into its development, a number of interventions have been piloted based on the findings from EGRA assessments. This paper will focus on such interventions in several countries, including Kenya and Liberia. It will discuss how EGRA was used as a tool for developing interventions, the implementation of the interventions, and preliminary results where possible.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Comparing four schools’ experiences under different forms of centralized district instructional management, we explored the interaction between district regulation and principal leadership, and the connection between district- and school-level instructional management and the type of instruction that ensues. The paper asks how instructional management differs between centralized and decentralized districts; how different management systems influence principals’ instructional leadership; and how teachers teach in schools under centralized managerial influences compared to those without it.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The spotlight for reading intervention is shifting from elementary to secondary. This paper will report on a yearlong reading project with secondary teacher and the changes that occurred.