Recommended Citation Griffin, Robert A.; Council III, Morris R.; Ogletree, Tamra W.; Allen, Jenni... more Recommended Citation Griffin, Robert A.; Council III, Morris R.; Ogletree, Tamra W.; Allen, Jennifer K.; and Scullin, Bethany L. (2020) "Building Writing Identities: Integrating Explicit Strategies with Authentic Writing Experiences to Engage At-Promise Writers," Teaching/Writing: The Journal of Writing Teacher Education: Vol. 9 : Iss. 2 , Article 7. Available at: https://scholarworks.wmich.edu/wte/vol9/iss2/7
The literacy faculty at a regional, comprehensive university in the southeastern U.S. explored th... more The literacy faculty at a regional, comprehensive university in the southeastern U.S. explored the perceptions of students in their undergraduate and graduate literacy programs—as well as students ...
Alemdar has experience evaluating programs that fall under the umbrella of educational evaluation... more Alemdar has experience evaluating programs that fall under the umbrella of educational evaluation, including K-12 educational curricula, after-school programs, and comprehensive school reform initiatives. Across these evaluations, she has used a variety of evaluation methods, ranging from multi-level evaluation plan designed to assess program impact to methods such as program monitoring designed to facilitate program improvement. Her leadership evaluation work includes serving as a lead evaluator on NASA's electronic professional development network (ePDN), a new initiative dedicated to preparing teachers to engage their students in STEM (science, technology, engineering and mathematics) through the use of NASA-developed learning materials and resources. She also serves a the lead evaluator on several NSF-funded Noyce Scholarship programs. She has direct experience leading or contributing to evaluations of leadership, and STEM-related innovations.
This study examined the implementation of high-stakes adoption of edTPA® in one state in the year... more This study examined the implementation of high-stakes adoption of edTPA® in one state in the year prior to consequential use of edTPA scores for teacher licensure. Using a mixed methods design, we investigated concerns of coordinators who were responsible for edTPA implementation in their institutions. We utilized the Concerns Based Adoption Model (CBAM) to understand edTPA coordinators’ Stages of Concern, the nature of the challenges they faced, and the professional development opportunities that alleviated their concerns. Based on the CBAM survey, the most common Stage of Concernfor edTPA coordinators was Management.Coordinators’ interviews revealed the nature of their concerns at different stages and how the size of their institution and supportive resources at particular times may have played a crucial role in shaping the edTPA roll-out in their institutions. The use of the CBAM framework enabled edTPA coordinators (a) to understand their own concerns about the high-stakes polic...
This study utilized the concerns-based adoption model (CBAM) to understand faculty's responses to... more This study utilized the concerns-based adoption model (CBAM) to understand faculty's responses to the implementation of edTPA as a requirement for initial teacher certification. Two instruments were used to examine faculty's behavioral and motivational response to the policy change. Faculty representing private and public institutions across the state (N = 56) responded to both instruments. Questionnaire items were analyzed by converting raw scores to percentiles, while open-ended responses were coded by stage of concern. Positive correlations between stages of concern and levels of integration indicated that engaging in a collaborative process of analyzing candidates' scores possibly leads to a deeper understanding of edTPA as a construct and may help faculty make informed decisions about their emphasis on different aspects of edTPA in their courses. Faculty who were unconcerned or focused on personal issues were less likely to be involved in activities such as analyzing and making informed decisions utilizing student data from local and national scores. Faculty who integrated edTPA-like content into their courses were more focused on finding ways to manage time and resources related to edTPA and were more involved in collaboration with other faculty members. Opportunities for collective data analysis within institutions may have played an important role in faculty's involvement in assessing personal strengths and areas of improvement in preparing candidates to pass edTPA in the consequential year.
Recommended Citation Griffin, Robert A.; Council III, Morris R.; Ogletree, Tamra W.; Allen, Jenni... more Recommended Citation Griffin, Robert A.; Council III, Morris R.; Ogletree, Tamra W.; Allen, Jennifer K.; and Scullin, Bethany L. (2020) "Building Writing Identities: Integrating Explicit Strategies with Authentic Writing Experiences to Engage At-Promise Writers," Teaching/Writing: The Journal of Writing Teacher Education: Vol. 9 : Iss. 2 , Article 7. Available at: https://scholarworks.wmich.edu/wte/vol9/iss2/7
The literacy faculty at a regional, comprehensive university in the southeastern U.S. explored th... more The literacy faculty at a regional, comprehensive university in the southeastern U.S. explored the perceptions of students in their undergraduate and graduate literacy programs—as well as students ...
Alemdar has experience evaluating programs that fall under the umbrella of educational evaluation... more Alemdar has experience evaluating programs that fall under the umbrella of educational evaluation, including K-12 educational curricula, after-school programs, and comprehensive school reform initiatives. Across these evaluations, she has used a variety of evaluation methods, ranging from multi-level evaluation plan designed to assess program impact to methods such as program monitoring designed to facilitate program improvement. Her leadership evaluation work includes serving as a lead evaluator on NASA's electronic professional development network (ePDN), a new initiative dedicated to preparing teachers to engage their students in STEM (science, technology, engineering and mathematics) through the use of NASA-developed learning materials and resources. She also serves a the lead evaluator on several NSF-funded Noyce Scholarship programs. She has direct experience leading or contributing to evaluations of leadership, and STEM-related innovations.
This study examined the implementation of high-stakes adoption of edTPA® in one state in the year... more This study examined the implementation of high-stakes adoption of edTPA® in one state in the year prior to consequential use of edTPA scores for teacher licensure. Using a mixed methods design, we investigated concerns of coordinators who were responsible for edTPA implementation in their institutions. We utilized the Concerns Based Adoption Model (CBAM) to understand edTPA coordinators’ Stages of Concern, the nature of the challenges they faced, and the professional development opportunities that alleviated their concerns. Based on the CBAM survey, the most common Stage of Concernfor edTPA coordinators was Management.Coordinators’ interviews revealed the nature of their concerns at different stages and how the size of their institution and supportive resources at particular times may have played a crucial role in shaping the edTPA roll-out in their institutions. The use of the CBAM framework enabled edTPA coordinators (a) to understand their own concerns about the high-stakes polic...
This study utilized the concerns-based adoption model (CBAM) to understand faculty's responses to... more This study utilized the concerns-based adoption model (CBAM) to understand faculty's responses to the implementation of edTPA as a requirement for initial teacher certification. Two instruments were used to examine faculty's behavioral and motivational response to the policy change. Faculty representing private and public institutions across the state (N = 56) responded to both instruments. Questionnaire items were analyzed by converting raw scores to percentiles, while open-ended responses were coded by stage of concern. Positive correlations between stages of concern and levels of integration indicated that engaging in a collaborative process of analyzing candidates' scores possibly leads to a deeper understanding of edTPA as a construct and may help faculty make informed decisions about their emphasis on different aspects of edTPA in their courses. Faculty who were unconcerned or focused on personal issues were less likely to be involved in activities such as analyzing and making informed decisions utilizing student data from local and national scores. Faculty who integrated edTPA-like content into their courses were more focused on finding ways to manage time and resources related to edTPA and were more involved in collaboration with other faculty members. Opportunities for collective data analysis within institutions may have played an important role in faculty's involvement in assessing personal strengths and areas of improvement in preparing candidates to pass edTPA in the consequential year.
Uploads
Papers by Tamra Ogletree