Matthew Riggan
Biographic Data
| ID | 6207453 |
|---|---|
| NAME | Matthew Riggan |
| GIVEN NAMES | Matthew |
| FAMILY NAME | Riggan |
| SIGNATURE | RIGGAN M |
| AFFILIATIONS | California University of Pennsylvania |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 1 |
Reason & Rigor
Foreword Preface About the Authors Chapter 1. Introduction Chapter 2. Why Conceptual Frameworks? Chapter 3. Excavating Questions: Conceptual Frameworks and Research Design Chapter 4. The Role of the Conceptual Framework in Data Collection and Fieldwork Chapter 5. Conceptual Frameworks and the Analysis of Data Chapter 6. Expanding the Conversation, Extending the Argument: The Role of Conceptual Frameworks in Presenting, Explaining, and Contextuali…
Learning to Learn From Benchmark Assessment Data
Although interim assessments are currently promoted as a mechanism for improving teaching and student learning, we know little about how teachers use this data to modify instruction. This article presents findings from a larger study on teachers’ use of interim assessment information in elementary mathematics. We address the following questions: (a) How do the Philadelphia teachers in our sample analyze benchmark assessment results, (b) how do th…
Learning to Learn From Benchmark Assessment Data
Although interim assessments are currently promoted as a mechanism for improving teaching and student learning, we know little about how teachers use this data to modify instruction. This article presents findings from a larger study on teachers’ use of interim assessment information in elementary mathematics. We address the following questions: (a) How do the Philadelphia teachers in our sample analyze benchmark assessment results, (b) how do th…
Learning to Learn From Benchmark Assessment Data
Although interim assessments are currently promoted as a mechanism for improving teaching and student learning, we know little about how teachers use this data to modify instruction. This article presents findings from a larger study on teachers’ use of interim assessment information in elementary mathematics. We address the following questions: (a) How do the Philadelphia teachers in our sample analyze benchmark assessment results, (b) how do th…
Reason & Rigor
Foreword Preface About the Authors Chapter 1. Introduction Chapter 2. Why Conceptual Frameworks? Chapter 3. Excavating Questions: Conceptual Frameworks and Research Design Chapter 4. The Role of the Conceptual Framework in Data Collection and Fieldwork Chapter 5. Conceptual Frameworks and the Analysis of Data Chapter 6. Expanding the Conversation, Extending the Argument: The Role of Conceptual Frameworks in Presenting, Explaining, and Contextuali…
Psychology (2 works) · Anthropology: Ethics, History, Culture (1 work) · Benchmark (surveying (1 work) · Computer Science (1 work) · Conceptual framework (1 work) · Educational and Psychological Assessments (1 work) · Educational Assessment and Improvement (1 work) · Engineering (1 work) · Engineering ethics (1 work) · Epistemology (1 work)