Papers by Cherie Taylor-Patel
Student-led conferences, an alternative reporting method, have been used in primary and intermedi... more Student-led conferences, an alternative reporting method, have been used in primary and intermediate schools for several years, both in New Zealand and overseas. This thesis examines the extent to which student-led conferences are effective as a reporting method, how they change teachers' practice, and their impact on the development of student competencies in reporting. It is the argument of this thesis that student-led conferences can be effective if there is clarity around four conditions of reporting if teachers have sufficient knowledge and understanding of assessment and reporting as they link to class-based teaching, and learning that result in student competencies in assessment and reporting being developed. From this study, a conceptual framework and four-stage audit and evaluation tool to assess the effectiveness of student-led conferences based upon school, teacher, and student capacity has been developed. This thesis was developed using an embedded multiple case study design. Within two case studies there are three sources of evidence: Year 3-6 students, their parents, and teachers. Results showed teacher and parent expectations in each case study differed I thank my family, especially Greg and Glenn, for their unconditional love and support during the eight years it has taken to complete this work. It began as a way to cope with family loss, but became a challenge much bigger than I ever imagined it would be. I owe you, along with the extended family, so much. Special thanks to my school and my wonderful extended network of colleagues and friends, whom have all stepped up when needed to accommodate a principal researcher who wanted to ‗do it all'. You are a truly special ‗community of learners' that I am so proud to be part of. Kaku aroha nui ki a koe.
Student teachers spend a high proportion of their time in schools as part of their preservice tra... more Student teachers spend a high proportion of their time in schools as part of their preservice training. Concern has been expressed about moves to increase this time, because it appears that much of what occurs in the schools more closely resembles a teacher training model than one of teacher education. This study sought to investigate whether school-based mentors who had been trained in principles of teacher education more closely resembled teacher educators in the activities undertaken and the interactions they had with their student teachers than did their untrained counterparts. Measures were developed to distinguish teacher education activities from those of teacher training. Three of the four mentors who participated in the study defined their roles in ways more consistent with teacher education than did their untrained counterparts and scored more highly on the measures developed for the study. Implications for teacher education are discussed. (Contains 19 references.
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Papers by Cherie Taylor-Patel