Search
Now showing items 1-5 of 5
Students' Mathematical Beliefs Implicitly Learned Through Assessment
(Vanderbilt University. Peabody College, 2016-07-15)
Students come to beliefs about what mathematics is through a host of factors. One of these is through the way that they are assessed. Through summative, standardized achievement tests, students are evaluated on what it is ...
Exploring Formative Assessment: Current Practices in Westside Consolidated School District
(Vanderbilt University. Peabody College, 2013-05)
English Language Learners Capstone Project: Mo Wang, Fall 2019
(Vanderbilt University. Peabody College, 2019-10-14)
This paper reflects how my teaching philosophy has been shaped by my ELL program study and practical experience. In this paper I analyzed my artifacts according to the TESOL principles, mainly focusing on four domains: the ...
Maximizing evidence-based teaching and learning, assessment and homework practices at NYC school
(2021-04-28)
This capstone project is a case study addressing several problems of practice inside NYC school: homework, assessment, teaching, professional development effectiveness and the school’s trust climate. The purpose of this ...
English Language Learner Capstone: Hongye Zeng, Spring 2019
(Vanderbilt University. Peabody College, 2019-04-02)
From my perspective, the most essential point of high-quality teaching is to be learner-focused. However, it is challenging to achieve this goal because it requires teachers to be caring about students’ learning progress, ...