Gina Park
Biographic Data
| ID | 3828555 |
|---|---|
| NAME | Gina Park |
| GIVEN NAMES | Gina |
| FAMILY NAME | Park |
| SIGNATURE | PARK G |
| AFFILIATIONS | University of Michigan, Ann Arbor, MI, USA |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 1 |
How do young students with different profiles of reading skill mastery, perceived ability, and goal orientation respond to holistic diagnostic feedback
One critical issue with cognitive diagnostic assessment (CDA) lies in its lack of research evidence that shows how diagnostic feedback from CDA is interpreted and used by young students. This mixed methods research examined how holistic diagnostic feedback (HDF) is processed by young learners with different profiles of reading skills, goal orientations, and perceived ability. HDF provides three learner profiles: learners’ current skill mastery le…
Mixed Methods Research in Language Testing and Assessment
As an alternative paradigm, mixed methods research (MMR), in general, endorses pluralism to understand the complex nature of a social world from multiple perspectives and multiple methodological lenses, each of which offers partial, yet valuable, insights. This methodological mixing is not limited to mixing of methods, but extends to the entire inquiry process. Researchers in language testing and assessment (LTA) are increasingly turning to MMR i…
The Future of Professional Development Will Be Designed, Not Discovered: Response to Moon, Passmore, Reiser, and Michaels, “Beyond Comparisons of Online Versus Face-to-Face PD
We were pleased read the response our Journal of Teacher Education (JTE) article (Fishman et al., 2013) by Moon, Passmore, Reiser, and Michaels (2013). We believe that Moon et al. have properly identified both the value in our study and the importance of moving beyond not only our study, but similar studies, better serve the urgent need for professional development (PD) designs that are effective in helping teachers successfully enact curricular …
Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation
This study employed a randomized experiment to examine differences in teacher and student learning from professional development (PD) in two modalities: online and face-to-face. The study explores whether there are differences in teacher knowledge and beliefs, teacher classroom practice, and student learning outcomes related to PD modality. Comparison of classroom practice and student learning outcomes, normally difficult to establish in PD resea…
Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation
This study employed a randomized experiment to examine differences in teacher and student learning from professional development (PD) in two modalities: online and face-to-face. The study explores whether there are differences in teacher knowledge and beliefs, teacher classroom practice, and student learning outcomes related to PD modality. Comparison of classroom practice and student learning outcomes, normally difficult to establish in PD resea…
The Future of Professional Development Will Be Designed, Not Discovered: Response to Moon, Passmore, Reiser, and Michaels, “Beyond Comparisons of Online Versus Face-to-Face PD
We were pleased read the response our Journal of Teacher Education (JTE) article (Fishman et al., 2013) by Moon, Passmore, Reiser, and Michaels (2013). We believe that Moon et al. have properly identified both the value in our study and the importance of moving beyond not only our study, but similar studies, better serve the urgent need for professional development (PD) designs that are effective in helping teachers successfully enact curricular …
Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation
This study employed a randomized experiment to examine differences in teacher and student learning from professional development (PD) in two modalities: online and face-to-face. The study explores whether there are differences in teacher knowledge and beliefs, teacher classroom practice, and student learning outcomes related to PD modality. Comparison of classroom practice and student learning outcomes, normally difficult to establish in PD resea…
Mixed Methods Research in Language Testing and Assessment
As an alternative paradigm, mixed methods research (MMR), in general, endorses pluralism to understand the complex nature of a social world from multiple perspectives and multiple methodological lenses, each of which offers partial, yet valuable, insights. This methodological mixing is not limited to mixing of methods, but extends to the entire inquiry process. Researchers in language testing and assessment (LTA) are increasingly turning to MMR i…
The Future of Professional Development Will Be Designed, Not Discovered: Response to Moon, Passmore, Reiser, and Michaels, “Beyond Comparisons of Online Versus Face-to-Face PD
We were pleased read the response our Journal of Teacher Education (JTE) article (Fishman et al., 2013) by Moon, Passmore, Reiser, and Michaels (2013). We believe that Moon et al. have properly identified both the value in our study and the importance of moving beyond not only our study, but similar studies, better serve the urgent need for professional development (PD) designs that are effective in helping teachers successfully enact curricular …
How do young students with different profiles of reading skill mastery, perceived ability, and goal orientation respond to holistic diagnostic feedback
One critical issue with cognitive diagnostic assessment (CDA) lies in its lack of research evidence that shows how diagnostic feedback from CDA is interpreted and used by young students. This mixed methods research examined how holistic diagnostic feedback (HDF) is processed by young learners with different profiles of reading skills, goal orientations, and perceived ability. HDF provides three learner profiles: learners’ current skill mastery le…
Mathematics education (3 works) · Psychology (3 works) · Computer Science (2 works) · Online and Blended Learning (2 works) · Pedagogy (2 works) · Professional development (2 works) · Sociology (2 works) · Teacher Education and Leadership Studies (2 works) · Affordance (1 works) · Cognition (1 works)