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2. Assessment Benchmarks for an Alternative Certification Program

Author

Denton, Jon, Davis, Trina, Smith, Ben, Beason, Lynn, Graham, Diane, and Strader, Arlen

Abstract

The Accelerate Online/OPTIONS alternative certification program provides those possessing a degree an option leading to certification that can be completed in 18 months. The program consists of an online curriculum, an early field experience, and a year-long paid internship. To determine program effectiveness across five years, five benchmark ratios were established and calculated each year as formative assessment markers. These ratios are: Applications/Inquiries; Candidates/Applications; Field Placements/Candidates; Teachers Certified/Candidates; and Teachers Retained/Teachers Certified. These benchmarks have provided informative quantitative markers for annually assessing protocols that were developed and applied in implementing this program.

Published
2008

4. Progressive Indicators of Student Teacher Development: A Local Generative Model Compared to Established State Proficiencies.

Author

Loving, Cathleen C. and Graham, Diane

Abstract

This study at Texas A&M University identified indicators of student teacher development to guide their supervising cooperating teachers. Meetings were held with cooperating teachers to brainstorm indicators of success in student teaching. The questions raised addressed: what cooperating teachers should look for in preservice teaching; what progression should be expected in preservice teaching performance; what hierarchy existed for these indicators; and possible categorization of the indicators. A list of 64 indicators was generated, followed by open coding of each indicator and subsequent categorization. A draft document was presented at several professional development meetings of university supervisors for comments and refinement. The indicators were matched and coded against the five learner-centered proficiencies expected of Texas teachers. The resulting document was made available for use by university supervisors. It also became part of the Appendix of the Student Teaching Handbook. The result combines the research- and outcomes-based standards of the State of Texas with the learner-centered proficiencies from the teacher-generated indicators. Appended are: the Texas State Proficiencies, Suggested Indicators of Student Teacher Progressive Development, the Student Teacher Progressive Development Initial Stage Observation Checklist, and Progressive Development Growth & Development Stage Observation Checklist." (Contains 15 references.) (JLS)

Published
1997

5. Contextual Analysis in Naturally Occurring Prose: Effects of Passage Length, Word Frequency, and Grade.

Author

Graham, Diane M. and Watts, Susan M.

Abstract

A study was conducted which addressed the following questions: (1) Do elementary school children infer word meanings from context?; (2) Are older students more successful in using context to infer the meanings of new words than younger students?; and (3) Is a longer context more facilitating to word meaning inference than a shorter context?; and (4) Is context more facilitating to the inference of high frequency words than to low frequency words? Eighteen children in grade 3 and 18 children in grade 6 were randomly assigned to 1 of 2 conditions: words-in-isolation and words-in-context. Students in the words-in-context conditions read long passages containing high frequency words, long passages containing low frequency words, short passages containing a high frequency word, and short passages containing a low frequency word. Students in both the words-in-isolation (no passages) and the words-in-context conditions wrote definitions to the target words. An analysis of variance comparing the performance of the words-in-isolation group to the words-in-context group revealed a significant difference between the performances, in favor of the words-in-context group. A repeated measures analysis of variance revealed differences by grade, passage length, and word frequency, as well as interaction effects. Results suggest that older students are better able to use context than younger students and that shorter passages are more facilitating to inferring word meanings from context than longer passages. (Contains 2 tables of data, 2 figures, and 50 references; 2 sample forms are appended.) (Author/CR)

Published
1990

6. The Evolution of Indicators of Student Teacher Progressive Development: Local Generation and State Reform Compared.

Author

Loving, Cathleen C. and Graham, Diane

Abstract

Describes the evolution of progressive indicators emphasizing the developmental nature of successful student teaching. Coding of dialogue with experienced cooperating teachers about student teacher successes and failures resulted in 64 indicators. These were matched with recent Texas teacher proficiencies. Locally-generated indicators fell into three categories (instruction, management, and professionalism) and into chronological developmental stages. Many matched with Texas's proficiencies. (SM)

Published
2000

10. Test Review: Gates-MacGinitie Reading Tests (Third Edition).

Author

Graham, Diane M.

Abstract

Reviews the third edition of the Gates-MacGinitie Reading Test. Finds the revised test format to be better than ever, with two new level tests. Notes that the changes in the test address current issues related to reading. (RS)

Published
1990

11. Criminal Justice Education: A Perspective.

Author

Graham, Diane Milcic

Abstract

The paper addresses the dichotomy between theory and practice in criminal justice curricula and suggests directions for graduate work in criminal justice. Five hierarchical models for undergraduate and graduate education which would bring together both theory and practice are briefly diagrammed. The focus of each model is a question which is answered in both a practical (job function) and theoretical (educational focus) mode. The first four models reflect an increasingly complex and comprehensive approach in dealing with the same problem. Graduate education would encompass the fifth model. It provides analysis of various theoretical approaches in combination with pragmatic problem solving. Academic and nonacademic experiences are coordinated and the interaction of theory and practice provides a check and balance system. (Author/KC)

Published
1979

13. Distance Field Education: A Model for Development, Delivery, and Evaluation.

Author

Egbert, Susan Cutler, Calloway-Graham, Diane, and Tollefson, Derrik

Subjects
EDUCATIONAL programs, CONTEXTUAL learning, STUDENTS, SEMINARS, LEARNING
Abstract

This article provides a model for the development, delivery, and evaluation of distance field education programs. Distance field education poses benefits and challenges due to the contextual realities of students, agencies, communities, and university social work programs. The framework identifies systematic guidelines for graduating competent professionals utilizing seven components for effective implementation and administration. Model components are centered on: field policy and standards; partnerships with human service agencies; distance field supervisor orientation and ongoing training; hybrid method integrative seminar; documentation of learning contract, time and agency supervision; utilization-focused evaluation; and systematic program reflection. [ABSTRACT FROM AUTHOR]

Published
2017

18. Cross-examining the medical expert.

Author

Graham, Diane

Subjects
Evidence, Expert -- Evaluation, Cross-examination -- Methods, Discovery (Law) -- Methods
Published
1995

20. Information Literacy for the Radiologic Sciences: A Pilot Study.

Author

Aaron, Laura and Graham, Diane

Abstract

Information literacy is a concept that is becoming increasingly important to healthcare and radiologic sciences. Life-long learners need information literacy skills in order to locate, evaluate, and use information effectively in the healthcare environment. Radiologic science educators need to determine if their students are graduating with these skills. This pilot study examines one program's attempt to measure student information literacy skills upon entrance and exit to a radiologic sciences program. Results indicated an increase in student information literacy skills as well as areas that need further improvement. [ABSTRACT FROM AUTHOR]

Published
2008

24. Shaping Your Professional Self in the Practicum.

Author

Calloway-Graham, Diane, Mason, Derek T., and Peak, Terry

Subjects
SOCIAL workers, INTERNSHIP programs, CAREER education, PROFESSIONAL identity, SOCIAL services
Abstract

Discusses ways of enhancing the professional self of a social worker in the practicum. Description of the field practicum; Kinds of learning that influence growth of a social worker; Discussion of identifying the profession of social work; Tips to be employed by a social worker to enhance his professional self.

Published
2004

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