Susan K. Green

Using An Expectancy-Value Approach To Examine Teachers' Motivational Strategies.

Abstract This study explored verbal motivational strategies in exemplary teachers’ classrooms. A framework derived from expectancy-value theory, which addresses student motivation for academic tasks, was applied. Audiotaped math and literacy lessons of two exemplary second-grade teachers showed a high number of comments related to expectancies and relatively fewer related to valuing tasks. In addition, teachers made more motivational statements when in the process of instruction than when introducing or concluding instructional episodes. Interviews revealed that some teacher beliefs, such as the importance of rationales or ensuring student success, were related to classroom strategies. Implications for theory, practice, and research are discussed.

Peer Tutoring, Individualized Intervention, and Progress Monitoring With At-Risk Second-Grade Readers

This study examined the effect on at-risk second graders of twice weekly peer-tutoring sessions with repeated readings combined with once per week tutoring by a college student. The college student addressed onsets and rimes appearing in errors made by the second graders during peer tutoring and noted by the peer tutors. The authors monitored reading progress weekly using curriculum-based measurement (CBM) reading probes administered by graduate students from a local school psychology specialist program. Tutored students who completed the program attained a median gain of 30 words read correctly (WRC) over the 10-week period of the study. A comparison group showed a median gain of 20 words read correctly. Peer tutors and tutees consistently reported satisfaction with the experience.

Fostering a Lifelong Love of Music: Instruction and Assessment Practices that Make a Difference.

Music educators can nurture students’ lifelong musical involvement, both as consumers and as participants. Orienting musical instructional practices around classroom elements suggested by achievement goal theory can foster lifelong musical connections. Practices related to using meaningful and challenging tasks, evaluations that decrease emphasis on competition and emphasize effort and enjoyment, and allowing students to participate in decision making are advocated and described.

Use of CBM Oral Reading in the General Education Classroom.

This study explored the adaptation and impact of curriculum-based measures (CBM) of oral reading in a general education classroom. Using interviews and classroom observations, this study examined one teachers modification of CBM for use in her fourth-grade general education classroom. The teacher used information from monthly administration of CBM oral reading measures to modify classwide and individual instruction and to inform students and their parents of progress. The interplay of qualitative and quantitative elements of the information was important for the teachers own use of the assessment, but she appeared to emphasize quantitative elements such as relative standing or progress using numerical scores when interacting with parents and students. Three key elements in this teachers CBM practice— standardization, reduced time requirements, and qualitative inferences—may provide insight into some of the important assessment needs of general education teachers.

Examining Progress across Time with Practical Assessments in Ensemble Settings.

This article provides the rationale for effective music assessment that tracks individual progress across time and offers examples to illustrate assessment of a range of music-learning goals. Gauging progress across time helps students become more mastery-oriented, while showing more effort and positive attitudes. As instruction and assessment become more focused on individual students, practices such as private lessons within the group setting and individual performance assessment emerge. Examples based on current strategies used by practicing teachers illustrate these practices.

Progress and Process in a Choreography Class: Addressing Formative and Summative Assessment Issues

The current educational climate promotes examination of the effectiveness of educators’ pedagogical practices based on student outcomes. Qualitative and quantitative data from summative evaluations...