Search results for author:"Melissa Shirley"
Total records matched: 4 Search took: 0.068 secs
Journal on School Educational Technology Vol. 4, No. 4 (2009) pp. 15–19
At the core of differentiated instruction (DI) is the belief that because all children are different, their learning needs and abilities are different, and therefore must be approached differently. Differentiating instruction allows teachers to meet ...
Journal of Science Education and Technology Vol. 24, No. 1 (February 2015) pp. 56–68
Formative assessment has been demonstrated to result in increased student achievement across a variety of educational contexts. When using formative assessment strategies, teachers engage students in instructional tasks that allow the teacher to...
Journal of Computers in Mathematics and Science Teaching Vol. 28, No. 3 (July 2009) pp. 247–275
Case-study descriptions of secondary and middle school classrooms in diverse contexts provide examples of how teachers implement connected classroom technology to facilitate formative assessment in science instruction. Connected classroom...
The Practicality of Implementing Connected Classroom Technology in Secondary Mathematics and Science Classrooms
International Journal of Science and Mathematics Education Vol. 9, No. 2 (April 2011) pp. 459–481
Connected classroom technology (CCT) is a member of a broad class of interactive assessment devices that facilitate communication between students and teachers and allow for the rapid aggregation and display of student learning data. Technology...