Written by Barbara K. O’Brien The author examines the use of a researched-based instructional model where responsibility for tasks and behaviors shifts progressively over time from teacher to student.
Enabling Self-Directed Learning through Journaling
Written by Deborah Brownstein The author provides suggestions for designing self-directed learning experiences in the university setting using learning journals.
Using Pre- and Post-Testing to Assess a Criminal Justice Program Learning Outcome
Written by David A. Mackey and Robert E. Fitzpatrick This article examines the assessment plan, results, and implications for one of a university department’s student learning objectives
Same Content, Different Outcome – Using a Different Teaching Model to Promote Higher-Order Thinking in Students
Written by Alison Wenhart The author reflects on her experience using a specific teaching model to promote higher-order thinking.
Including the Family Perspective of Social-Emotional Development – An Assessment Case Study
Written by Clarissa M. Utterly and Jerome F. Adams This article examines the importance of including families in the assessment and evaluation of child development.
A Study of the Emotional Climate in the Classroom
Written by Kevin Johnson and Carl Fitzgerald This article provides a method to measure emotional climate in order to assess class progress and to make improvements as necessary.
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