Use of Journaling Through the Online Survey Tool to Inform Teaching in High-anxiety, High-stakes Masters Courses
PROCEEDINGS
Beverly Wallace, Central Missouri State University, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
The National Council for Accreditation of Teacher Education expects university graduate programs to facilitate the development of master teachers whose practices demonstrate "thorough understandings of professional and pedagogical knowledge." The National Board for Professional Teaching Standards endorsed by NCATE provides one avenue to demonstrate these understandings. Entries that constitute the NBPTS portfolio require rigorous planning and involve intense cognitive processing in a high-stakes environment. The professor of a hybrid online course using the entries was interested in developing an online instrument that gauged both affective and cognitive processing in order to expand course activities to include those that facilitated scheduling of entry components and diminished unfruitful anxiety. This presentation introduces one available online tool considered for collecting affective and cognitive information and describes how this tool was used to inform practice.
Citation
Wallace, B. (2005). Use of Journaling Through the Online Survey Tool to Inform Teaching in High-anxiety, High-stakes Masters Courses. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 1232-1236). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/19197/.
Keywords
References
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