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Assessing dispositions towards diver...

Kapner, Leslie Stephanie.

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Assessing dispositions towards diversity in math and science submissions of the Performance Assessment for California Teachers.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Assessing dispositions towards diversity in math and science submissions of the Performance Assessment for California Teachers./
Author:	Kapner, Leslie Stephanie.
Description:	135 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
Subject:	Education, Teacher Training. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3598251
ISBN:	9781303467615

Assessing dispositions towards diversity in math and science submissions of the Performance Assessment for California Teachers.
Kapner, Leslie Stephanie.

Assessing dispositions towards diversity in math and science submissions of the Performance Assessment for California Teachers. - 135 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (Ed.D.)--University of Southern California, 2013.

This study applies the frameworks of Krathwohl, Bloom, and Masia (1964), Smith and Ragan (2004), and one school of education's Conceptual Framework as a means to develop a measure of teacher candidate dispositions towards diversity on the Performance Assessment for California Teachers (PACT). The purpose of this study was to determine the extent to which the PACT contains evidence to assess valuing diversity, using a theoretically grounded original rubric designed based upon program-identified candidate proficiencies, and the PACT's developmental perspective. Using secondary data from Secondary Math (N=10), Secondary Science (N=11) and Elementary Math (N=19) submissions, this mixed methods study collected and analyzed assessor comments and feedback in addition to numerical scores comparing candidate performance on existing PACT rubrics with the new Valuing Diversity rubric. The study revealed that the rubric was a useful valid instrument for identifying valuing diversity in the PACT. While assessors found evidence to assign a score based on the elements of the rubric, they also found that the candidates scored lower on the Valuing Diversity rubric than on the related rubrics that were also analyzed. Programmatic recommendations including a curriculum audit, and targeted professional development, as well as recommended future research are presented. Although further research is necessary, this study has contributed to the empirical research on assessing dispositions. The combination of learning theory, an affective taxonomy, and expected candidate proficiencies provided a lens with which to examine candidates attitudes, values, and beliefs as they influenced the application of knowledge and skills in their guided practice classrooms.

ISBN: 9781303467615Subjects--Topical Terms:

783747
Education, Teacher Training.

Assessing dispositions towards diversity in math and science submissions of the Performance Assessment for California Teachers.
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245 1 0 $a Assessing dispositions towards diversity in math and science submissions of the Performance Assessment for California Teachers.
300 $a 135 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
500 $a Adviser: Melora Sundt.
502 $a Thesis (Ed.D.)--University of Southern California, 2013.
520 $a This study applies the frameworks of Krathwohl, Bloom, and Masia (1964), Smith and Ragan (2004), and one school of education's Conceptual Framework as a means to develop a measure of teacher candidate dispositions towards diversity on the Performance Assessment for California Teachers (PACT). The purpose of this study was to determine the extent to which the PACT contains evidence to assess valuing diversity, using a theoretically grounded original rubric designed based upon program-identified candidate proficiencies, and the PACT's developmental perspective. Using secondary data from Secondary Math (N=10), Secondary Science (N=11) and Elementary Math (N=19) submissions, this mixed methods study collected and analyzed assessor comments and feedback in addition to numerical scores comparing candidate performance on existing PACT rubrics with the new Valuing Diversity rubric. The study revealed that the rubric was a useful valid instrument for identifying valuing diversity in the PACT. While assessors found evidence to assign a score based on the elements of the rubric, they also found that the candidates scored lower on the Valuing Diversity rubric than on the related rubrics that were also analyzed. Programmatic recommendations including a curriculum audit, and targeted professional development, as well as recommended future research are presented. Although further research is necessary, this study has contributed to the empirical research on assessing dispositions. The combination of learning theory, an affective taxonomy, and expected candidate proficiencies provided a lens with which to examine candidates attitudes, values, and beliefs as they influenced the application of knowledge and skills in their guided practice classrooms.
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773 0 $t Dissertation Abstracts International $g 75-02A(E).
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