Jo-Anne L Manswell Butty
Biographic Data
| ID | 1184987 |
|---|---|
| NAME | Jo-Anne L Manswell Butty |
| GIVEN NAMES | Jo-Anne L Manswell |
| FAMILY NAME | Butty |
| SIGNATURE | BUTTY J L M |
| AFFILIATIONS | Howard University |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 0 |
Going Full Circle With Teacher Feedback
Research on the evaluation of early childhood programs focuses mainly on its outcomes rather than its process with often little attention given to the role that feedback to teachers in pre-kindergarten (pre-k) programs plays in the larger cycle of the evaluation process. This article provides a case example of a multiyear evaluation of community-based pre-k programs serving about 360 three- and four-year old children over a 5-year period in the D…
How Teachers and University Faculty Perceive the Need for and Importance of Professional Development in Performance-Based Assessment
Sylvia T. Johnson, Sheila D. Thompson, Michael B. Wallace, Gerunda B. Hughes, Jo-Anne L. Manswell Butty, How Teachers and University Faculty Perceive the Need for and Importance of Professional Development in Performance-Based Assessment, The Journal of Negro Education, Vol. 67, No. 3, Assessment in the Context of Culture and Pedagogy (Summer, 1998), pp. 197-210
No prominent works on this page.
How Teachers and University Faculty Perceive the Need for and Importance of Professional Development in Performance-Based Assessment
Sylvia T. Johnson, Sheila D. Thompson, Michael B. Wallace, Gerunda B. Hughes, Jo-Anne L. Manswell Butty, How Teachers and University Faculty Perceive the Need for and Importance of Professional Development in Performance-Based Assessment, The Journal of Negro Education, Vol. 67, No. 3, Assessment in the Context of Culture and Pedagogy (Summer, 1998), pp. 197-210
Going Full Circle With Teacher Feedback
Research on the evaluation of early childhood programs focuses mainly on its outcomes rather than its process with often little attention given to the role that feedback to teachers in pre-kindergarten (pre-k) programs plays in the larger cycle of the evaluation process. This article provides a case example of a multiyear evaluation of community-based pre-k programs serving about 360 three- and four-year old children over a 5-year period in the D…
Medical education (2 works) · Medicine (2 works) · Pedagogy (2 works) · Psychology (2 works) · Computer Science (1 work) · Diverse Educational Innovations Studies (1 work) · Early Childhood Education and Development (1 work) · Educational and Psychological Assessments (1 work) · Engineering (1 work) · Engineering ethics (1 work)