Making the Grade in Middle School

Dyrness, Ruth; Dyrness, Albert

doi:10.1080/00228958.2008.10516507

Cited by 8 publications

(6 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The grading practices for most teachers are considered to be important to do appropriately because students need to know their real ability in order to be able to make progress in learning [4], [7,8,11]. Moreover, the interviews conducted to the teachers showed that teachers have varied responses on the factors that influence their grading practices.…”

Section: Resultsmentioning

confidence: 99%

“…Teachers' strong educational principles and teachers' values and beliefs about teaching and learning also become considerations in doing grading decisionmaking [13,24,28]. Moreover, the reseason why assessment and grading practices are considered to a complex process that should be done by every teacher [11], [14,28] Many studies have been conducted related to classroom assessment and grading practices which many researchers found that grading practices are very complex decisionmaking process influenced by internal and external factors, as studies conducted by [18], [10,5]. The phenomenon of assessment discrepancy made most of the teachers found that assessment and grading practices are difficult things to do.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ classroom assessment and grading practices

Widiastuti

2018

SHS Web Conf.

View full text Add to dashboard Cite

This study was conducted to investigate the teachers’ classroom assessment and grading practices in Junior high schools in Bali. The participants of this study were professional junior high school teachers who were randomly selected as the sample of this study. In depth interviews and classroom observations were intensively conducted to the participants to collect the required data for the purpose of the present study. This study revealed that junior high school teachers made use of formative and summative assessment and employed several ways of grading practices. There were several factors affecting their classroom assessment and grading practices consisting of internal factors and external factors. The most prominent internal factor was the teacher's philosophy of teaching and learning and the main external factors were recognized as mandated statewide learning factors and high stakes tests, government polices, and parents. The findings indicated that junior high school teachers constantly make an effort to establish a reasonable balance between their teaching philosophy and the classroom environment reality. Thus it is recommended that junior high school teachers should review their assessment and grading practices and employ more appropriate assessment and grading practices.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teachers’ classroom assessment and grading practices

Widiastuti

2018

SHS Web Conf.

View full text Add to dashboard Cite

show abstract

“…It is clear that the theological academy has some way to go in educating a generation of theologians who will take their contexts seriously. 15 Whether or not increasing access to Internet resources or online databases-still beyond the reach of most institutions and programs-will make a difference to this culture of intellectual passivity and dependence is difficult to say. Meanwhile, Western dominance of online educational systems have, as Dietrich Werner notes, witnessed "an increased trend to create affiliated programmes of American or other Western theological colleges to operate as branches in countries of the South."…”

Section: Missiological Education In the Non-western World: Indigenousmentioning

confidence: 99%

The future of missiology as a discipline: a view from the non-Western world

Hanciles

2014

Missiology

View full text Add to dashboard Cite

This article reproduces material originally presented in a plenary address at the annual meeting of the America Society of Missiology (in June, 2013) organized around the theme "The Future of Missiology." It examines the prospects and predicaments that confront the discipline of missiology in non-Western contexts. This assessment revolves around three broad reflections. First, that while nonWestern theological production and missiological thinking has shown tremendous growth in recent decades, captivity to Western training and intellectual traditions remains a major challenge. Second, that one of the most pressing concerns confronting non-Western missiological education and scholarship is the need for institutional models and programmatic approaches that reflect non-Western realities. In this regard, the article argues that in order to be effective and sustained, missiological education in non-Western contexts needs to be more integrativethat is, less dependent on the isolationist-specialist model prevalent in the Westand make greater use of the methodologies and analytical tools of social-scientific disciplines like the sociology of religion. Third, that for a reconceptualization of what "missions" connotes and represents it is vital for churches in the non-Western world to address key issues of ministry and witness. It is argued that many of the models and perceptions of mission inherited from the Western experience are no longer helpful or warranted and that widely used constructs such as "reverse missions" inhibit the conceptual reorientation needed to equip the church for a new era of missionary engagement.

show abstract

“…Before this type of positive change can take place, teacher education programs need to provide as much support as possible to teacher candidates as they prepare to enter the classroom. In addition, practicing teachers should cultivate and promote self-esteem by teaching students how to be successful (Dyrness and Dyrness 2008). Teaching study and homework skills allows educators to connect with adolescents by honoring the diversity in how they learn and nurturing their unique talents (Checkley 2004).…”

Section: Closing Thoughtsmentioning

confidence: 99%

Differentiation through Learning-Style Responsive Strategies

Lauria¹

2010

Kappa Delta Pi Record

View full text Add to dashboard Cite

Making the Grade in Middle School

Cited by 8 publications

References 3 publications

Teachers’ classroom assessment and grading practices

Teachers’ classroom assessment and grading practices

The future of missiology as a discipline: a view from the non-Western world

Differentiation through Learning-Style Responsive Strategies

Contact Info

Product

Resources

About