Helenrose Fives
Biographic Data
| ID | 1585225 |
|---|---|
| NAME | Helenrose Fives |
| GIVEN NAMES | Helenrose |
| FAMILY NAME | Fives |
| SIGNATURE | FIVES H |
| AFFILIATIONS | Montclair State University |
| ORCID | 0000-0002-3639-2005 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 50 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Reflecting on teaching together and alone
Understanding how preservice teachers (PSTs) engage with knowledge of educational sciences through reflective practice is critical to improving teacher education. This study investigates how PSTs construct knowledge when analyzing a complex classroom situation and explores how a reflective task format—individual essay writing or collaborative group discussion—shapes the types and quality of knowledge construction processes involved. Drawing on fr…
Showing What They Know
This study examines the assessment literacy of university-based student teaching supervisors in a teacher education program. The first author engaged in an inquiry community with three supervisors from the program. Using the four dimensions of the Approaches to Classroom Assessment Inventory (ACAI) framework, we sought to expose the specific phenomena of supervisors’ articulation of the ACAI dimensions of assessment literacy. We organized our fin…
Together and apart
In this instrumental-comparative case study, we analysed how seven US teachers reported co-teaching experiences during the COVID-19 pandemic and resulting remote instruction. We sought to understand how co-teaching during the pandemic affected teachers’ psychological needs of competence, autonomy, and relatedness. Data collection included: an initial questionnaire, weekly reflections, and semi-structured interviews. We found that special educatio…
Where's the data to support educators' data use for instructional practice
Data use has gained policy traction at the federal, state, and local levels in the United States and internationally, and is now embedded in teacher, principal, and district leader standards in the U.S. However, many decisions implemented in policy and practice are being made on insufficient evidence and assume a relatively straightforward, intuitive, and coherent data use process in which educators have access to data; the data are appropriate f…
Navigating the complex cognitive task of classroom assessment
U.S. teachers' conceptions of the purposes of assessment
Informed and Uninformed Naïve Assessment Constructors' Strategies for Item Selection
We present a descriptive analysis of 53 naïve assessment constructors' explanations for selecting test items to include on a summative assessment. We randomly assigned participants to an informed and uninformed condition (i.e., informed participants read an article describing a Table of Specifications). Through recursive thematic analyses of participants' explanations, we identified 14 distinct strategies that coalesced into three families of str…
Cooperating Teacher Compensation and Benefits
We offer a comparative investigation of the compensation and benefits afforded to cooperating teachers (CTs) by teacher education programs (TEPs) in 1957-1958 and 2012-2013. This investigation replicates and extends a description of the compensation practices of 20 U.S. TEPs published by VanWinkle in 1959. Data for the present investigation came from 18 of those TEPs. Descriptive statistics and qualitative analyses were used to identify trends an…
International Handbook of Research on Teachers' Beliefs
Teacher beliefs play a fundamental role in the education landscape. Nevertheless, most educational researchers only allude to teacher beliefs as part of a study on other subjects. This book fills a necessary gap by identifying the importance of research on teacher beliefs and providing a comprehensive overview of the topic. It provides novices and experts alike a single volume with which to understand a complex research landscape. Including a rev…
Exploring Differences in Practicing Teachers' Valuing of Pedagogical Knowledge Based on Teaching Ability Beliefs
In this investigation, we assessed 443 teachers' beliefs with the Teaching Ability Belief Scale (TABS) and the Importance of Teaching Knowledge Scale (ITKS). Using cluster analysis, we identified four groups of teachers based on their responses to the TABS reflecting Innate, Learned, Hybrid, and Requires Polish perspectives on the ability to teach. A comparative analysis, using the identified clusters, indicated differences in teachers' valuing o…
Spring cleaning for the “messy” construct of teachers’ beliefs
The research on teachers ’ beliefs, to our knowledge, spans more than 57 years ( Oliver, 1953 ) and runs the gamut of research methodologies, theoretical perspectives, and identifi cation of specifi c beliefs about any number of topics. It seems that the initial goal of the research on teachers ’ beliefs was to establish a clear psychological construct, beliefs, that could serve as an explanatory and predictive mechanism for explaining difference…
What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability
Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester
Teaching as persuasion
Persuasion as a Metaphor for Teaching
2001). Persuasion as a Metaphor for Teaching: A Case in Point. Theory Into Practice: Vol. 40, Teaching As Persuasion, pp. 242-248
Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester
Teaching as persuasion
Navigating the complex cognitive task of classroom assessment
Cooperating Teacher Compensation and Benefits
We offer a comparative investigation of the compensation and benefits afforded to cooperating teachers (CTs) by teacher education programs (TEPs) in 1957-1958 and 2012-2013. This investigation replicates and extends a description of the compensation practices of 20 U.S. TEPs published by VanWinkle in 1959. Data for the present investigation came from 18 of those TEPs. Descriptive statistics and qualitative analyses were used to identify trends an…
Exploring Differences in Practicing Teachers' Valuing of Pedagogical Knowledge Based on Teaching Ability Beliefs
In this investigation, we assessed 443 teachers' beliefs with the Teaching Ability Belief Scale (TABS) and the Importance of Teaching Knowledge Scale (ITKS). Using cluster analysis, we identified four groups of teachers based on their responses to the TABS reflecting Innate, Learned, Hybrid, and Requires Polish perspectives on the ability to teach. A comparative analysis, using the identified clusters, indicated differences in teachers' valuing o…
Where's the data to support educators' data use for instructional practice
Data use has gained policy traction at the federal, state, and local levels in the United States and internationally, and is now embedded in teacher, principal, and district leader standards in the U.S. However, many decisions implemented in policy and practice are being made on insufficient evidence and assume a relatively straightforward, intuitive, and coherent data use process in which educators have access to data; the data are appropriate f…
U.S. teachers' conceptions of the purposes of assessment
Persuasion as a Metaphor for Teaching
2001). Persuasion as a Metaphor for Teaching: A Case in Point. Theory Into Practice: Vol. 40, Teaching As Persuasion, pp. 242-248
Teaching as persuasion
Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester
What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability
Spring cleaning for the “messy” construct of teachers’ beliefs
The research on teachers ’ beliefs, to our knowledge, spans more than 57 years ( Oliver, 1953 ) and runs the gamut of research methodologies, theoretical perspectives, and identifi cation of specifi c beliefs about any number of topics. It seems that the initial goal of the research on teachers ’ beliefs was to establish a clear psychological construct, beliefs, that could serve as an explanatory and predictive mechanism for explaining difference…
International Handbook of Research on Teachers' Beliefs
Teacher beliefs play a fundamental role in the education landscape. Nevertheless, most educational researchers only allude to teacher beliefs as part of a study on other subjects. This book fills a necessary gap by identifying the importance of research on teacher beliefs and providing a comprehensive overview of the topic. It provides novices and experts alike a single volume with which to understand a complex research landscape. Including a rev…
Exploring Differences in Practicing Teachers' Valuing of Pedagogical Knowledge Based on Teaching Ability Beliefs
In this investigation, we assessed 443 teachers' beliefs with the Teaching Ability Belief Scale (TABS) and the Importance of Teaching Knowledge Scale (ITKS). Using cluster analysis, we identified four groups of teachers based on their responses to the TABS reflecting Innate, Learned, Hybrid, and Requires Polish perspectives on the ability to teach. A comparative analysis, using the identified clusters, indicated differences in teachers' valuing o…
Cooperating Teacher Compensation and Benefits
We offer a comparative investigation of the compensation and benefits afforded to cooperating teachers (CTs) by teacher education programs (TEPs) in 1957-1958 and 2012-2013. This investigation replicates and extends a description of the compensation practices of 20 U.S. TEPs published by VanWinkle in 1959. Data for the present investigation came from 18 of those TEPs. Descriptive statistics and qualitative analyses were used to identify trends an…
U.S. teachers' conceptions of the purposes of assessment
Informed and Uninformed Naïve Assessment Constructors' Strategies for Item Selection
We present a descriptive analysis of 53 naïve assessment constructors' explanations for selecting test items to include on a summative assessment. We randomly assigned participants to an informed and uninformed condition (i.e., informed participants read an article describing a Table of Specifications). Through recursive thematic analyses of participants' explanations, we identified 14 distinct strategies that coalesced into three families of str…
Navigating the complex cognitive task of classroom assessment
Where's the data to support educators' data use for instructional practice
Data use has gained policy traction at the federal, state, and local levels in the United States and internationally, and is now embedded in teacher, principal, and district leader standards in the U.S. However, many decisions implemented in policy and practice are being made on insufficient evidence and assume a relatively straightforward, intuitive, and coherent data use process in which educators have access to data; the data are appropriate f…
Showing What They Know
This study examines the assessment literacy of university-based student teaching supervisors in a teacher education program. The first author engaged in an inquiry community with three supervisors from the program. Using the four dimensions of the Approaches to Classroom Assessment Inventory (ACAI) framework, we sought to expose the specific phenomena of supervisors’ articulation of the ACAI dimensions of assessment literacy. We organized our fin…
Together and apart
In this instrumental-comparative case study, we analysed how seven US teachers reported co-teaching experiences during the COVID-19 pandemic and resulting remote instruction. We sought to understand how co-teaching during the pandemic affected teachers’ psychological needs of competence, autonomy, and relatedness. Data collection included: an initial questionnaire, weekly reflections, and semi-structured interviews. We found that special educatio…
Reflecting on teaching together and alone
Understanding how preservice teachers (PSTs) engage with knowledge of educational sciences through reflective practice is critical to improving teacher education. This study investigates how PSTs construct knowledge when analyzing a complex classroom situation and explores how a reflective task format—individual essay writing or collaborative group discussion—shapes the types and quality of knowledge construction processes involved. Drawing on fr…
Mathematics education (14 works) · Psychology (14 works) · Pedagogy (10 works) · Computer Science (9 works) · Educational Strategies and Epistemologies (6 works) · Teacher Education and Leadership Studies (6 works) · Educational Assessment and Improvement (4 works) · Social Psychology (4 works) · Student Assessment and Feedback (4 works) · Education and Critical Thinking Development (3 works)