Carolyn Shemwell Kaplan
Biographic Data
| ID | 3915315 |
|---|---|
| NAME | Carolyn Shemwell Kaplan |
| GIVEN NAMES | Carolyn Shemwell |
| FAMILY NAME | Kaplan |
| SIGNATURE | KAPLAN C S |
| AFFILIATIONS | The Ohio State University |
| ORCID | 0000-0002-3581-8326 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 2 |
One for All and All for One: Multi-University Collaboration to Meet Accreditation Requirements
The Council for the Accreditation of Educator Preparation (CAEP) Standards requires educator preparation programs (EPPs) to ensure instruments used to assess their candidates are both valid and reliable. Due to size and limited financial resources, this task may be challenging for some EPPs. In an effort to address CAEP's expectations, 26 EPPs in one state formed a collaboration to develop and implement an instrument for use during student teachi…
Alignment of World Language Standards and Assessments: A Multiple Case Study
Previous research has examined world language classroom‐based assessment practices as well as the impact of the Standards for Foreign Language Learning in the 21st Century (National Standards in Foreign Language Education Project, 1999) on practice. However, the extent to which K–12 teachers’ assessment practices reflect national and state standards has not been made clear. This article presents a multiple case study examining how the classroom‐b…
The Functions of Reflection in High‐Stakes Assessment of World Language Teacher Candidates
In response to the call for improving teacher candidates' familiarity with the assessment tasks and format of the edTPA (Hildebrandt & Swanson, 2014), this single case study investigated the reflective writing development of Jena, a K–12 Spanish teacher candidate, and her evolution in a pedagogy that focused on the development of writing two reflective genres: personal private reflection (PPR) and critical academic reflection (CAR). Findings from…
The Functions of Reflection in High‐Stakes Assessment of World Language Teacher Candidates
In response to the call for improving teacher candidates' familiarity with the assessment tasks and format of the edTPA (Hildebrandt & Swanson, 2014), this single case study investigated the reflective writing development of Jena, a K–12 Spanish teacher candidate, and her evolution in a pedagogy that focused on the development of writing two reflective genres: personal private reflection (PPR) and critical academic reflection (CAR). Findings from…
Alignment of World Language Standards and Assessments: A Multiple Case Study
Previous research has examined world language classroom‐based assessment practices as well as the impact of the Standards for Foreign Language Learning in the 21st Century (National Standards in Foreign Language Education Project, 1999) on practice. However, the extent to which K–12 teachers’ assessment practices reflect national and state standards has not been made clear. This article presents a multiple case study examining how the classroom‐b…
The Functions of Reflection in High‐Stakes Assessment of World Language Teacher Candidates
In response to the call for improving teacher candidates' familiarity with the assessment tasks and format of the edTPA (Hildebrandt & Swanson, 2014), this single case study investigated the reflective writing development of Jena, a K–12 Spanish teacher candidate, and her evolution in a pedagogy that focused on the development of writing two reflective genres: personal private reflection (PPR) and critical academic reflection (CAR). Findings from…
Alignment of World Language Standards and Assessments: A Multiple Case Study
Previous research has examined world language classroom‐based assessment practices as well as the impact of the Standards for Foreign Language Learning in the 21st Century (National Standards in Foreign Language Education Project, 1999) on practice. However, the extent to which K–12 teachers’ assessment practices reflect national and state standards has not been made clear. This article presents a multiple case study examining how the classroom‐b…
One for All and All for One: Multi-University Collaboration to Meet Accreditation Requirements
The Council for the Accreditation of Educator Preparation (CAEP) Standards requires educator preparation programs (EPPs) to ensure instruments used to assess their candidates are both valid and reliable. Due to size and limited financial resources, this task may be challenging for some EPPs. In an effort to address CAEP's expectations, 26 EPPs in one state formed a collaboration to develop and implement an instrument for use during student teachi…
Pedagogy (3 works) · Psychology (3 works) · Linguistics (2 works) · Mathematics education (2 works) · Political science (2 works) · Reflective Practices in Education (2 works) · Student Assessment and Feedback (2 works) · Accreditation (1 works) · Comprehension approach (1 works) · Computer Science (1 works)