Journal of Advances in Education Research

7

Authors: Shin-Il Han

The purpose of this study is to analyze peer evaluation essays to determine what college students consider important when evaluating their peers in a PBL class. Discovering and comparing students’ comments regarding high achievers and low achievers during peer evaluation are the specific study objectives. Eleven students taking a class that utilized PBL participated in this study. The participants were tasked with submitting peer evaluation essays after the completion of PBL group activities. Each student was asked to first rank his or her peers and then to explain in essay form the reasons why he or she ranked them in that order. The analytic process for the peer evaluation essay involved qualitative research methods comprised of (1) examining every sentence in the students’ essays and classifying similar words or phrases into a provisional concept, (2) a review by an external educational expert, (3) and member-checking by participating students. Triangulation and member-checking were used for the validation of the study. Upon grouping the sentences in the peer evaluation essays according to similar meanings, words, or concepts, a convergence on 6 to 8 common factors emerged. Eight factors (participation, cognition, preparation, communication, leadership, responsibility, affectivity, skills) were observed when the criteria for the high achievers at peer evaluation were examined. Six factors (participation, cognition, preparation, communication, diligence, cooperation) were identified when the criteria for the low achievers at peer evaluation were analyzed. In addition, factors of cognition, leadership, and participation were most frequently and positively mentioned by students when evaluating high achievers within their groups, while participation and diligence were most frequently and negatively mentioned when evaluating low achievers. Based on the findings, various subject matters are discussed.

9

Authors: Donna E. Karno, Bethany W. Bilodeau

Formal and informal methods of communication between parents and teachers are considered critical to high quality early childhood classrooms that use developmentally appropriate practice (Clarke-Stewart & Allhusen, 2005; Copple & Bredekamp, 2009). With the increasing use of social media, communication methods are undergoing significant change throughout society (PewResearch, 2014b). This research explored the introduction of a secure social network site to a preschool classroom, and the impact the social network site had on teacher, child, and parent communication. The study found that for those parents who used the social network site, there was a deeper understanding of “what went on” in the classroom. Parents who participated in the social network site also reported sharing the pictures and videos with their children, and aiding in parentchild discussion about the class. For non-participating parents, there was a decrease in their perception that teachers were providing detail and information regarding their child’s day. For the participating and non-participating parents, there was no increase in collaboration levels. The social network site succeeded in bringing the classroom to parents in a manner not previously possible.

12

Authors: Jess L. Gregory, Tisha A. McCoy, Michelle F. Baker, Amy L. Fedigan

Students with mild to moderate disabilities are included in classes whether or not the teacher holds the necessary attitudes to help that student achieve success. This research seeks to present four perspectives on how leaders at different levels can use the same information regarding educator attitudes towards inclusion to promote student learning and encourage professional development in the settings in which they lead. Districts, schools, and individual leaders can change pedagogical practice through assessing educator attitudes, providing differentiated professional development, and establishing policies that support inclusive education.