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- All Subjects: Feedback
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- Creators: Buchanan, Jennifer A
- Creators: Butler, Nat
- Member of: Theses and Dissertations
Description
This mixed methods action research project focused on improving external teacher evaluators’ self-efficacy for providing effective feedback during teacher evaluation conferences. More specifically, this project explored how and to what extent an intervention of a professional development model influenced external teacher evaluators’ self-efficacy for providing effective feedback during teacher evaluation conferences and how the intervention influenced external evaluators’ perception of effectiveness when providing feedback during pre- and post- evaluation conferences.
Self-efficacy theory, sociocultural theory, and the community of practice framework informed the intervention. Six external teacher evaluators participated in the study from July through December of 2017. The professional development model consisted of cycles of community of practice meetings, buddy shadowing experiences, post-buddy shadowing reflective conversations, and personal reflection. Data were collected in the form of pre- and post-intervention surveys, pre- and post-intervention interviews, reflective journal entries, and Wordles.
The results from this study indicated an increase in the evaluators’ self-efficacy for providing feedback during teacher evaluation conferences and an increase in perceived effectiveness. Successful experiences of providing feedback during teacher evaluation conferences, experiences of observing and listening to other evaluators, and engagement in reflective conversations influenced external evaluators’ self-efficacy for providing effective feedback during teacher evaluation conferences. The external evaluators expressed value in the professional development experience. During the intervention, evaluators gained ideas and strategies to apply in their practice and engaged in high levels of reflection. Outcomes from the research project suggest two main implications for practice: professional development in the form of social learning and reflection as a process for growth.
Self-efficacy theory, sociocultural theory, and the community of practice framework informed the intervention. Six external teacher evaluators participated in the study from July through December of 2017. The professional development model consisted of cycles of community of practice meetings, buddy shadowing experiences, post-buddy shadowing reflective conversations, and personal reflection. Data were collected in the form of pre- and post-intervention surveys, pre- and post-intervention interviews, reflective journal entries, and Wordles.
The results from this study indicated an increase in the evaluators’ self-efficacy for providing feedback during teacher evaluation conferences and an increase in perceived effectiveness. Successful experiences of providing feedback during teacher evaluation conferences, experiences of observing and listening to other evaluators, and engagement in reflective conversations influenced external evaluators’ self-efficacy for providing effective feedback during teacher evaluation conferences. The external evaluators expressed value in the professional development experience. During the intervention, evaluators gained ideas and strategies to apply in their practice and engaged in high levels of reflection. Outcomes from the research project suggest two main implications for practice: professional development in the form of social learning and reflection as a process for growth.
ContributorsBuchanan, Jennifer A (Author) / Hodges Kulinna, Pamela (Thesis advisor) / Jordan, Michelle E (Committee member) / Johnson, Janice (Committee member) / Arizona State University (Publisher)
Created2018
Description
Galaxy formation is a complex process with aspects that are still very uncertain or unknown. A mechanism that has been utilized in simulations to successfully resolve several of these outstanding issues is active galactic nucleus (AGN) feedback. Recent work has shown that a promising method for directly measuring this energy is by looking at small increases in the energy of cosmic microwave background (CMB) photons as they pass through ionized gas, known as the thermal Sunyaev-Zel’dovich (tSZ) effect.
In this work, I present stacked CMB measurements of a large number of elliptical galaxies never before measured using this method. I split the galaxies into two redshift groups, "low-z" for z=0.5-1.0 and “high-z” for z=1.0-1.5. I make two independent sets of CMB measurements using data from the South Pole Telescope (SPT) and the Atacama Cosmology Telescope (ACT), respectively, and I use data from the Planck telescope to account for contamination from dust emission. With SPT I find average thermal energies of 7.6(+3.0/−2.3) × 10^60 erg for 937 low-z galaxies, and 6.0(+7.7/−6.3) × 10^60 erg for 240 high-z galaxies. With ACT I find average thermal energies of 5.6(+5.9/−5.6) × 10^60 erg for 227 low-z galaxies, and 7.0(+4.7/−4.4) × 10^60 erg for 529 high-z galaxies.
I then attempt to further interpret the physical meaning of my observational results by incorporating two large-scale cosmological hydrodynamical simulations, one with (Horizon-AGN) and one without (Horizon-NoAGN) AGN feedback. I extract simulated tSZ measurements around a population of galaxies equivalent to those used in my observational work, with matching mass distributions, and compare the results. I find that the SPT measurements are consistent with Horizon-AGN, falling within 0.4σ at low-z and 0.5σ at high-z, while the ACT measurements are very different from Horizon-AGN, off by 6.9σ at low-z and 14.6σ at high-z. Additionally, the SPT measurements are loosely inconsistent with Horizon-NoAGN, off by 1.8σ at low-z but within 0.6σ at high-z, while the ACT measurements are loosely consistent with Horizon-NoAGN (at least much more so than with Horizon-AGN), falling within 0.8σ at low-z but off by 1.9σ at high-z.
In this work, I present stacked CMB measurements of a large number of elliptical galaxies never before measured using this method. I split the galaxies into two redshift groups, "low-z" for z=0.5-1.0 and “high-z” for z=1.0-1.5. I make two independent sets of CMB measurements using data from the South Pole Telescope (SPT) and the Atacama Cosmology Telescope (ACT), respectively, and I use data from the Planck telescope to account for contamination from dust emission. With SPT I find average thermal energies of 7.6(+3.0/−2.3) × 10^60 erg for 937 low-z galaxies, and 6.0(+7.7/−6.3) × 10^60 erg for 240 high-z galaxies. With ACT I find average thermal energies of 5.6(+5.9/−5.6) × 10^60 erg for 227 low-z galaxies, and 7.0(+4.7/−4.4) × 10^60 erg for 529 high-z galaxies.
I then attempt to further interpret the physical meaning of my observational results by incorporating two large-scale cosmological hydrodynamical simulations, one with (Horizon-AGN) and one without (Horizon-NoAGN) AGN feedback. I extract simulated tSZ measurements around a population of galaxies equivalent to those used in my observational work, with matching mass distributions, and compare the results. I find that the SPT measurements are consistent with Horizon-AGN, falling within 0.4σ at low-z and 0.5σ at high-z, while the ACT measurements are very different from Horizon-AGN, off by 6.9σ at low-z and 14.6σ at high-z. Additionally, the SPT measurements are loosely inconsistent with Horizon-NoAGN, off by 1.8σ at low-z but within 0.6σ at high-z, while the ACT measurements are loosely consistent with Horizon-NoAGN (at least much more so than with Horizon-AGN), falling within 0.8σ at low-z but off by 1.9σ at high-z.
ContributorsSpacek, Alexander Edward (Author) / Scannapieco, Evan (Thesis advisor) / Bowman, Judd (Committee member) / Butler, Nat (Committee member) / Groppi, Chris (Committee member) / Young, Patrick (Committee member) / Arizona State University (Publisher)
Created2017
Web-Based Programming Grading Assistant: An Investigation of the Role of Students Reviewing Behavior
Description
Paper assessment remains to be an essential formal assessment method in today's classes. However, it is difficult to track student learning behavior on physical papers. This thesis presents a new educational technology—Web Programming Grading Assistant (WPGA). WPGA not only serves as a grading system but also a feedback delivery tool that connects paper-based assessments to digital space. I designed a classroom study and collected data from ASU computer science classes. I tracked and modeled students' reviewing and reflecting behaviors based on the use of WPGA. I analyzed students' reviewing efforts, in terms of frequency, timing, and the associations with their academic performances. Results showed that students put extra emphasis in reviewing prior to the exams and the efforts demonstrated the desire to review formal assessments regardless of if they were graded for academic performance or for attendance. In addition, all students paid more attention on reviewing quizzes and exams toward the end of semester.
ContributorsHuang, Po-Kai (Author) / Hsiao, I-Han (Thesis advisor) / Nelson, Brian (Committee member) / VanLehn, Kurt (Committee member) / Arizona State University (Publisher)
Created2017