Foundations and Assessment of Education/Edition 1/Foundations Table of Contents/Chapter 11/In the News/Peer Review One

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This article has been reviewed by: Alucy001 (talk) 01:17, 11 June 2009 (UTC)


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Part 1 - Article Components[edit]

Learning Target(s)[edit]

Answer the following questions regarding the learning targets:

  • Is/are the stated learning targets actual learning targets i.e. they state what the reader should know or be able to do after reading the article? Yes
  • Is/are the learning target(s) specific? Yes
  • Is/are they appropriate and reasonable? (Are they too easy or too difficult for ECI 301 students?) Yes
  • Is/are they observable? (You wouldn't have to look inside the readers head to know if they met this target.) No
  • Does the article provide adequate information for readers to achieve these targets? Yes

Please make a comment about the learning target(s). If you answered "No" to any of the questions above, please explain how the author can improve them.

Comment: The first one is to identify which can be observed. However, the 2nd and 3rd are to recognize and understand, which I think are a little vague and need to say something more specific. (i.e. something more external than understanding; understanding seems like it would be hard to observe. HOW do you measure understanding?)




Grammar and Mechanics Review[edit]

  • Please either paste the entire body of the article here or any sections that you feel need to be revised.
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Classroom Management Practices: In the News

Author: Heather Combs


Learning Targets

• The reader should be able to identify what accounts for a disciplinary deficit.

• The reader should be able to recognize effective technology used for classroom management.

• The reader should understand analogies when comparing war and how to control the classroom.


Table of Contents
Introduction
Disciplinary Deficit
War & Court
Technology
Quiz
Answer Key
References














Introduction


The news constantly informs us of current events that happen instantly. Since the introduction of the World Wide Web and cell phones, people have instant access to news every second. We rely heavily on news presentations or articles to be accurate and reliable as possible. However, sometimes news stations or sites have bias embedded within themselves. We as readers/listeners need to recognize bias and learn how to discard of it. Overall news that is delivered is helpful, insightful, and most of the time justified. It is what most of us wake up to in the morning and how we learn of life changing events. Everyday we are related to news, either by telling it, posting it, or reading it. Fortunately for educators we have access to other teachers (TEACHERS' TO INDICATE POSSESSION) postings, comments, or suggestions that enable us to become better at our profession. One of the greatest assets that we must possess is to have our classrooms in order. Today's technology allows us to manage our classroom easier while the suggestions of other educators enables us to have control. I was once told that if you don't have control over your classroom then you don't have a chance as an educator.


Disciplinary Deficit


Recently an excelling high school senior stated that classroom management needed to be improved in his school. This statement received high reguard from a retired high school teacher who was shocked at the boys opinion. He pondered the thought of why classroom management was not getting enough attention. He came up with several reasons ranging from parental discipline to No Child Left Behind (NCLB). Here are some statements he made concerning his reasons, "The partnerships that used to exist between teachers and parents are fast becoming a fading memory." "Ironically, when school discipline is weakened to accommodate state and federal No Child Left Behind goals, students ultimately pay a great price for our acquiescence." (Udel, 2009). (WHEN YOU USE QUOTATIONS, I BELIEVE YOU ARE SUPPOSED TO INDICATE PAGE NUMBERS, ETC IF POSSIBLE. YOU MAY WANT TO CHECK THE APA FORMAT?) These are two powerful statements that are total opposite of each other. One concerns parents while the other concerns state/federal guidelines. He also touched on the fact that elminating consequences is a problem for classroom management as well. If there aren't any consequences then why not break the rules? Even though he sounded dishearted about the situation he still felt as though many educators are working hard to eliminate classroom disruptions and that not all classes have these problems. (Udel, 2009)


"There are impressive accomplishments taking place in our schools and there are many devoted and creative teachers, staff and students working together to make them happen. Certainly not all classes are marred by interruptions. However, we should have the wisdom to listen to our students when they tell us that there is a problem and the courage to act in their support."

Edward Udel

War & Court


Some educators may describe their classroom management practices as stern and compare them to other classrooms but I discovered two educators who had completely different terms. (<---MAYBE THIS SHOULD BE TWO SENTECES?)The first educator explained that she conducted court sessions in her classroom. One day every other week different students, who act as lawyers,defendants, and jury members, go to court. These court sessions were designed to have students monitor their own behaviors. It mocked the "three strikes your (YOU'RE) out" policy(COMMA) whereas the third appearance in court lost your role. The teacher stated the following, "With roles, came the expectation of being above disruptive behavior." (Artiles, 2009) (MAY WANT TO CHECK APA FORMAT FOR QUOTATION?) The second educator compared his class to war. His chief (CHIEF) belief was that you must have your students on your side. He said that if you have 28 out of 30 students under control then you will not have discipline troubles.(Genghis, 2004) He also suggested having students fill out questionares (SPELLING?) at the beginning of school so you can get to know them. He said you can use this to your advantage in many different ways. These are two very different ways of implementing classroom control, but seem to work well for the teacher.


Teaching is a great job if you can do two things: 1) Teach the students to be kind and polite. 2) Manage the paperwork.

CANI: Constant And Never-ending Improvement

(Genghis, 2004)


Technology


Technology allows us to access more information from farther distances around the world. In most of today's (MAYBE USE THE WORD MODERN INSTEAD?) classrooms you will find computers, smartboards, and other electronic devices that aid in different types of learning. Recently a community college in Oklahoma integrated Moodle(an online classroom management system, like blackboard) into the classroom. The Learning Resource Center director, Katherine Combs, stated "This system keeps students and instructors connected, so that if a student struggling with the material and the instructor is unavailable, he or she can connect with other students and/or additional resources from home." (Harper, 2009) LanSchool is a classroom management software provider that allows teachers to randomly select a student and start classes in seconds, not minutes. (Business Wire, 2009) The educator that mentioned war earlier in the article said that technology such as a camcorder, thermostat, and bull horn work effienctly to get your classroom under control. (Genghis, 2004)This just (SP?) proves that there are many things that you can use in your classroom that would aid in management and control.


Quiz


1. Which answer indicates a reason for a disciplinary deficit?

A. Bullying

B. Consulor conversations

C. Parental discipline

D. Sexual maturity


2. Why did one educator compare his classroom management skills to war?

A. He said you need to be prepared.

B. He said you need to have students on your side.

C. He said it was a constant fight everyday.

D. He said it was a violent atmosphere.


3. Johnny has only appeared in court twice. At the last court hearing the jugde (the teacher) ruled that he was not guilty. How many more times can Johnny be found gulity before he loses his role privelges?


A. one

B. two

C. three

D. zero


4. Mrs. Combs has trouble communicating with her students and constantly complains about losing assignments when students hand them in. Which software system would aid Mrs. Combs in her deliema?

A. LanSchool

B. Moodle

C. Perfect Teach

D. Zoomba

Answer Key


1.C

2.B

3.B

4.B


References


Retrived June 7, 2009 from A to Z teacher stuff. Official site website: http://www.atozteacherstuff.com/pages/4169.shtml

Retrived June 7, 2009 from A to Z teacher stuff. Ofiicial site website: http://www.atozteacherstuff.com/pages/1712.shtml

Retrived June 3, 2009 from PRLog. Officical site website: http://www.prlog.org/10243820-community-care-college-integrates-moddle-as-classroom-management-tool

Retrived June 3, 2009 from Businesswire: Official site website: http://money.aol.com/article/lanschool-v73-sets-the-standard-for-11/498173?icid=sphere_searchsphere_news

Udel, Edward (2009, June). Facing a Discipline Deficit. The Berkshire Eagle.




Sources[edit]

For each source listed in the "References" section of the article, name the type of source (scholarly or popular) and the perspective it provides (research, expert opinion from educator, popular news source, parent organization, personal contact, etc.)

  1. . 1) POPULAR NEWS SOURCE
  2. . 2) POPULAR NEWS SOURCE
  3. . 3) POPULAR NEWS SOURCE
  4. . 4) POPULAR NEWS SOURCE
  5. . 5) NOT SURE, SCHOLARLY?
  6. .
  7. .

List the range of publication years for all sources, e.g. 1998-2006: 2009- 2009

Answer the following questions about the sources used in the article:

  1. Did the author CITE at least 5 sources? YES and use at least 2 scholarly sources? NO
  2. Are the citations in APA format? NO
    1. Here are two examples of citations in APA format, one for a paraphrase and one for a quotation:
      1. Constructing a title is both a science and an art, but on one fact all of the experts agree: the title must contain a colon (Lennon, McCartney, Harrison, & Starr, 2007).
      2. Unfortunately impoverished children are often attending “low-performing schools staffed by ill-equipped teachers” (Murnane, 2007, p. 34).
  3. Are all the sources listed in APA format in a Reference list labeled "References"? NO
    1. Here is an example of a reference written in APA format:
      1. Bailey, J., & Barnum, P. (2001). The colon and its rise to prominence in the American circus. Journal of American Punctuation, 34(5), 2-3.
  4. Taken together do the 5 sources represent a good balance of potential references for this topic? THEY ARE GOOD, BUT NEED TO ADD SCHOLARLY JOURNALS
  5. Does the author consider potential bias in the sources? YES
  6. Are most of the sources current (less than 5 years old)? YES

Please make a comment about the sources. If you answered "No" to any of the questions above, please explain how the author can improve.

Comment:

I LIKE THE NEWS SOURCES THAT YOU USED. HOWEVER, I THINK THAT THE FIRST FOUR ARE POPULAR NEWS SITES AND I AM NOT SURE ABOUT #5. YOU MAY NEED TO FIND ANOTHER SCHOLARLY SOURCE. YOU SHOULD ALSO CHECK YOUR APA FORMAT FOR THE IN-TEXT QUOTATIONS AND THE REFERENCE PAGE.




Multiple Choice Questions[edit]

  1. What does each question assess: knowledge or reasoning (application of knowledge)?
    1. Question 1 KNOWLEDGE
    2. Question 2 KNOWLEDGE
    3. Question 3 APPLICATION
    4. Question 4 APPLICATION


Answer the following questions about the multiple-choice questions.

  1. Are there 4 multiple-choice questions? YES
  2. Do they each have four answer choices (A-D)? YES
  3. Is there a single correct (not opinion-based) answer for each question? YES
  4. Do the questions assess the learning target? YES
  5. Are the questions appropriate and reasonable (not too easy and not too difficult)? YES
  6. Are the foils (the response options that are NOT the answer) reasonable i.e. they are not very obviously incorrect answers? YES
  7. Are the response options listed in alphabetical order? YES
  8. Are correct answers provided and listed BELOW all the questions? YES

Please make a comment about the multiple-choice questions. If you answered "No" to any of the questions above, please explain how the author can improve the question/s.


Comment:

VERY GOOD QUESTIONS! I REALLY LIKED YOUR APPLICATION QUESTIONS. HOWEVER, YOU MAY WANT TO PROOFREAD THEM AND CHECK FOR SPELLING ERRORS

Part 2 - Ratings[edit]

LIST and EXPLAIN your rating for each of the four criteria.

  • Importance:
    I rated this article 4 for importance because... ALTHOUGH I THOUGHT THAT IT WAS A VERY GOOD, IMPORTANT ARTICLE, I THINK THERE SHOULD BE A BIT MORE RESEARCH INFORMATION (2 SCHOLARLY SOURCES?)
  • Interest:
    I rated this article 5 on interest because...
  • Credibility:
    I rated this article 2 for credibility because... I AM NOT SURE THAT YOU INCLUDED 2 SCHOLARLY SOURCE
  • Writing skill:
    I rated this article 4 on writing because... YOU MAY WANT TO RE-VISIT YOUR LEARNING TARGET AND MAKE IT MORE OBSERVABLE.


HIGHLIGHT SPECIFIC POINTS IN THE RUBRIC that apply to the article.

To do this: Highlight sections with the cursor and use the BOLD icon above OR type ''' (3 apostrophes) before and after the text you want to make bold


Wiki Article Rubric[edit]

criteria 5 4 3 2 1
How important was the information presented on this topic to you as a teacher education student?
  • Covers key ideas crucial for future teachers to know
  • Based on researched information.
  • Highly relevant to current educational practice (*this description may be less applicable for some topics such as history of education)
  • Provides an excellent overview of the topic including relevant research, educational practice, laws and litigation. Includes in-depth discussion of at least a few selected key issues.
  • Includes ideas relevant to future teachers
  • Mostly based on researched information.
  • Applicable to today’s schools
  • Provides a good general overview with relevant information and discussion of a few key ideas
  • A couple useful points; some irrelevant information
  • About half of the information is the author’s opinion.
  • Some out-dated information; may not reflect current practice
  • Good information is included but the paper yields a partial /incomplete understanding of the topic or key issues
  • One useful point
  • A few facts but mostly the author’s opinion.
  • Most of the information is irrelevant in today’s schools.
  • Focused on unimportant subtopics OR overly general with few specifics. Important information is missing.
  • Information is not relevant to future teachers.
  • Information is entirely the author’s opinion.
  • The information is obsolete.
  • Only irrelevant details or common knowledge. Lacks any substantive information.
criteria 5 4 3 2 1
How interesting was the article to read?
  • Sidebar includes new information that was motivating to read/view
  • Visuals (headings, colors, fonts, pictures, etc.) enhance the article by making it easier or more inviting to read
  • Multiple perspectives are considered and discussed
  • Mostly new information/ideas
  • Insightful interpretation & analysis are evident throughout the article; a clearly stated conclusion synthesizes all of the material presented.
  • Points are clearly made and elaborated on with compelling examples.
  • Sidebar includes new information that enhances understanding of the topic
  • Visuals add to the article
  • At least two perspectives were presented
  • About half of the information/ideas are new
  • Interpretation and analysis is provided for 3-4 points in the article; a reasonable conclusion based on this information is stated
  • Some good points are made and explained.
  • Sidebar includes new information related to the topic.
  • Visuals are included but have minimal effect
  • One interesting or new perspective is presented
  • A couple (2-3) new ideas or pieces of information
  • Interpretation/ analysis is included for a few (1-2) individual sections, but there is not a conclusion that synthesizes the information presented.
  • Points are made but may not always be adequately supported or explained.
  • Sidebar repeats what is already in the article
  • Visuals are somewhat distracting or not included
  • Only the “typical” view or one biased perspective is presented.
  • One new idea or bit of information
  • Information presented with minimal analysis or interpretation; no conclusion or the conclusion is not based on the information presented
  • At least one clear point is made and supported.
  • No side bar included.
  • Visuals are offensive and completely detract from the content
  • No perspective is acknowledged.
  • Nothing new.
  • No analysis or interpretation included
  • No clear points are made or points appear pasted from other sources without any explanation.
criteria 5 4 3 2 1
How credible do you think the information is?
  • Required sources are properly cited and included in a reference list in APA format.
  • Information from diverse sources representing multiple perspectives is included. Several reputable and current sources are cited. The author acknowledges potential bias in sources where appropriate.
  • Author clearly identifies his own ideas, biases and opinions
  • Required sources are included; a couple of formatting errors
  • Information from a variety of sources is included. Most sources are reasonably reputable; bias is acknowledged in others.
  • It is clear when the author is presenting his own opinion; he doesn’t try to pass if off as fact.
  • Required sources are included; APA format is not used or has many errors.
  • A variety of sources is listed but the information primarily reflects a single viewpoint. Sources are reasonable.
  • The author occasionally (1-2 times) states his own opinion as fact.
  • Only 4 sources are cited/listed in the references or only 1 scholarly source was used
  • Sources lack diversity OR information from divergent sources is only superficially mentioned. Some sources are untrustworthy or biased and not acknowledged as such.
  • Author routinely (3-4 times) states her opinion as fact, ignores own biases.
  • Missing two or more sources OR sources used but not cited or listed.
  • All sources and information reflect a single viewpoint. Most sources are untrustworthy or biased and not acknowledged as such.
  • The entire article is biased and opinion-based without acknowledgment of this perspective.
criteria 5 4 3 2 1
How well do you think this article was written?
  • Multiple-choice questions (2 application & 2 knowledge) align with the learning targets, assess key points, and are written according to guidelines (see R4)
  • Specific, appropriate and observable learning targets are stated; the content is clearly organized to help the reader achieve these goals
  • Captures and maintains attention throughout
  • All or almost all of the cited information is introduced, elaborated on and explained
  • Writing is organized, easy to read, and contains few to no mechanical errors.
  • Multiple-choice questions (2 application & 2 knowledge) align with the learning targets, and assess key points.
  • Specific and reasonable learning targets are stated; the content aligns with these goals
  • Captures attention initially and periodically throughout
  • Most of the cited information is discussed or explained.
  • The article flowed pretty well and there were just a few mechanical errors.
  • Multiple-choice questions (2 application & 2 knowledge) assess key points
  • Reasonable learning targets are stated; the content relates to these goals
  • Parts of the article capture attention
  • About half of the cited information is discussed
  • A few areas were hard to follow, confusing or oddly organized. There were a few distracting errors.
  • 4 multiple-choice questions are included.
  • Learning targets generally related to the content are stated
  • At least one part of the article is interesting
  • Information is “pasted” together with minimal explanation.
  • Organization was difficult to follow, sentences were awkward and/or there were several distracting errors.
  • Questions are missing or not multiple-choice.
  • Learning target is missing or unrelated to content or is/are not actual learning targets
  • Nothing in the article grabs the reader’s attention
  • Article is entirely “pasted” together from other sources.
  • Poor organization, sentence structure and/or grammatical errors made it very difficult to understand the content.

Part 3 - "2+2"[edit]

List TWO compliments and TWO suggestions about the article content

  • Hints:
    • Focus on the work, not the person
    • Describe "There is...", "I see.." rather than judge "You didn't..."

Compliments

  1. I THOUGHT THAT YOUR ARTICLE WAS VERY NICE AND FLOWED VERY WELL
  2. . I ESPECIALLY LIKED YOUR QUOTATIONS AND SPECIFIC EXAMPLES FROM THE TEXT
  3. . YOUR MULTIPLE CHOICE QUESTIONS WERE WELL-WRITTEN!

Suggestions

  1. YOU MAY NEED TO CHECK APA FORMAT FOR IN-TEXT CITATIONS, QUOTATIONS AND REFERENCE PAGE AND POSSIBLY ADD ANOTHER SCHOLARLY SOURCE. I APPOLOGIZE IF I HAVE INCORRECTLY CATEGORIZED ONE OF YOUR SOURCES, IT IS SOMETIMES HARD TO TELL.
  2. . RE-CHECK THE LEARNING TARGETS TO MAKE THEM OBSERVABLE
  3. . GENERAL PROOFREADING. OVERALL, I THOUGHT THAT YOUR ARTICLE WAS VERY INTERESTING AND WELL-WRITTEN!

You can make compliments and suggestions that relate to specific areas of the paper or to the paper in general. I suggest a mixture of both. Focus on what's most important. Of course, you can also include more than two suggestions and more than two compliments. The goal is to help the author improve his/her article.