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An investigation of construct validi...

University of South Carolina.

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An investigation of construct validity in Teaching American History portfolios.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	An investigation of construct validity in Teaching American History portfolios./
Author:	Angle, Stanley Marshall, Jr.
Description:	230 p.
Notes:	Advisers: Robert L. Johnson; Louise Jennings.
Contained By:	Dissertation Abstracts International68-07A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3272428
ISBN:	9780549123583

An investigation of construct validity in Teaching American History portfolios.
Angle, Stanley Marshall, Jr.

An investigation of construct validity in Teaching American History portfolios. - 230 p.

Advisers: Robert L. Johnson; Louise Jennings.

Thesis (Ph.D.)--University of South Carolina, 2007.

This investigation adapted Messick's (1989) Kantian paradigm and the qualitative method of constant comparative analysis for examining construct validity and the characteristics of Subject Specific Pedagogical Knowledge that were manifest in teacher portfolios. Literature regarding validity theory, pedagogical content knowledge, historical thinking, performance and portfolio assessment, and qualitative research methods constituted the framework for the study.

ISBN: 9780549123583Subjects--Topical Terms:

1017560
Education, Educational Psychology.

An investigation of construct validity in Teaching American History portfolios.
LDR:03088nam 2200349 a 45 001 941019
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020 $a 9780549123583
035 $a (UMI)AAI3272428
035 $a AAI3272428
040 $a UMI $c UMI
100 1 $a Angle, Stanley Marshall, Jr. $3 1265158
245 1 3 $a An investigation of construct validity in Teaching American History portfolios.
300 $a 230 p.
500 $a Advisers: Robert L. Johnson; Louise Jennings.
500 $a Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2803.
502 $a Thesis (Ph.D.)--University of South Carolina, 2007.
520 $a This investigation adapted Messick's (1989) Kantian paradigm and the qualitative method of constant comparative analysis for examining construct validity and the characteristics of Subject Specific Pedagogical Knowledge that were manifest in teacher portfolios. Literature regarding validity theory, pedagogical content knowledge, historical thinking, performance and portfolio assessment, and qualitative research methods constituted the framework for the study.
520 $a First, a sample of Teaching American History portfolios was examined to describe general trends in the data and to select a sub-sample of portfolios for in-depth constant comparative analysis. Then, constant comparative analysis was used to determine both within-case and between-case characteristics of the SSPK construct in the sub-sample of teacher portfolios. After describing the characteristics of the construct, this study analyzed portfolio data for evidence of construct underrepresentation and construct irrelevance.
520 $a In general, it was found that teacher portfolios provided evidence of the SSPK construct, but that portfolios also underrepresented the construct. This study also investigated several sources of construct irrelevance in the form of potential rater bias. Of particular interest were the findings that dealt with the relationships between the cognitive psychology of writing and levels of specificity in teachers' prose that were observed in teacher portfolios. Although writing is often irrelevant to constructs, it was found that teachers' writing sometimes underrepresented the construct.
520 $a This dissertation concluded with recommendations for improving portfolio assessment protocols and with suggestions for future studies. Finally, this study advocates some general guidelines for investigating construct validity in teacher portfolios, including the suggestion that communities of discourse determine what ought to be valued in history instruction as well as the subsequent criteria for assessing teachers' competency for providing such instruction.
590 $a School code: 0202.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Tests and Measurements. $3 1017589
690 $a 0288
690 $a 0525
690 $a 0530
690 $a 0534
710 2 $a University of South Carolina. $3 1017477
773 0 $t Dissertation Abstracts International $g 68-07A.
790 $a 0202
790 1 0 $a Jennings, Louise, $e advisor
790 1 0 $a Johnson, Robert L., $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3272428