Dannelle Diane Stevens

Portland State University | PSU · School of Education

Doctoral students’ program non-completion continues to be a worldwide phenomenon. Given the challenges across the globe following the 2020-22 pandemic, we need scholarly and skilled PhD and education (EdD) doctoral program graduates. A place to look for retention improvement is by studying what students learn and how they are taught in their univer...

Doctoral students represent the fresh and creative intellectuals needed to address the many social, economic, political, health care, and education disparities that have been highlighted by the 2020 pandemic. Our work as doctoral student supervisors could not be more central nor vital than it was at the beginning of, during, and following the pande...

With a core identity as working professionals, education doctoral students struggle with seeing themselves as researchers. Because research is essential in a doctoral program, the sooner doctoral students include researcher as an identity, the smoother and more successful their journey will be. To support doctoral student researcher identity develo...

In this book Dr. Dannelle D. Stevens offers five key principles that will bolster your knowledge of academic writing, enable you to develop a manageable, sustainable, and even enjoyable writing practice, and, in the process, effectively increase your publication output and promote your academic career.

Proficiency in writing is crucial for success in graduate school. While doctoral student writing has received attention in the research literature, little research has focused on master's student writing. Master's students need to be skilled writers in their professional lives, and have the same if not greater need for writing instruction as other...

End-of-course student evaluations are frequently used to evaluate university faculty teaching. However, employing midterm student feedback has been found to be instrumental in informing faculty about instructional quality and improving student learning outcomes. This study examined and compared the effects on classroom instruction of using a midter...

Creative thinking skills are essential for today's workplace. Three faculty members from different professional schools (business, higher education administration, teacher education) examined student responses to the creative assignments in their courses. The assignments exemplify the following criteria: invited taking risks, encouraged innovative...

Universities and colleges seek to help all students succeed. However, foreign graduate students experience a different set of challenges than domestic students. Culture shock and writing in a foreign language are just a few examples that threaten their overall success. This qualitative participatory action research study describes and explains how...

Motivating elementary students in math can be a challenge. The author describes action research designed to determine the effects of differentiated instruction on 4th graders' academic achievement and motivation. Using a student self-assessment technique, the teacher had positive gains in both mathematics and motivation. The authors provide tips fo...

This study examines the journal‐keeping methods of four higher education professionals. Framed in the literature of adult learning theory, the study’s purposes were twofold: to describe the work‐related journal‐keeping practices of these educators and to examine the professional and personal benefits of journal‐keeping. Findings indicate that these...

Student‐centred university classrooms not only support student learning but also provide a forum to practise the skills of democratic participation, a particularly important set of skills for citizens in young democracies like Turkey where this study takes place. Yet, often classroom assessment methods do not match these innovative teaching methods...

Mentoring a student teacher not only affects student teacher development but may also have a concomitant effect on the mentor's development. In Turkey, with a long tradition of an apprenticeship model in learning to teach and a traditional teacher education program, how mentors respond to student teachers and how they use this experience to further...

The development of extensive and authentic teacher evaluation raises questions about how best to organize and present the increased amount and variety of assessment materials. Portfolios have been suggested for teacher evaluation because they are well suited to capture the complexities of teaching. However, portfolios 1) are difficult to judge, 2)...

Examines the process of creating formalized partnerships between public schools and colleges, using data from experiences establishing such partnerships. The paper addresses how an agenda of mutual benefit to both parties is established and implemented; discusses how partners are identified; describes negotiations about the scope of the work; and e...

Few would argue with the concept that a school–university partnership has the potential of creating positive outcomes for both universities and schools. The practice, however, is far harder to achieve, and explaining the processes as well as the outcomes is often hardest of all. The purpose of this paper is to describe the role of the “boundary spa...

This paper emphasizes that good teacher-evaluation systems must vary in the kinds of data sources that are used for each teacher within the same personnel-evaluation system. Presents a literature review that shows such variable data systems are technically defensible. The paper examines variable data sources in relation to the "Personnel Evaluation...

This article proposes that teachers of students with learning disabilities combine instruction in writing strategies with training in strategy attribution, whereby students learn to attribute their success or failure to use or nonuse of a particular writing strategy. Specific strategies are offered for writing subprocesses and steps in linking stra...

Expository writing is an important skill in the upper-elementary and secondary grades. Yet few studies have examined the effects of interventions designed to increase students' expository writing abilities and their ability to generalize their knowledge to write expository texts using novel text structures. The present study examined the effects of...

The goal of literacy instruction is to teach reading and writing as tools to facilitate thinking and reasoning in a broad array of literacy events. An important difference in the disposition of children to participate in literacy experiences is the extent to which they engage in intentional self-regulated learning. The contexts attending six tradit...

The improvement of teacher evaluation is an important theme in current public school reform efforts. One change, suggested by a number of researchers, is to gather more lines of evidence or perspectives of teacher performance for decision making. Student views, commonly used in higher education, are advocated as one data source about teacher qualit...

Teachers' beliefs about the nature of knowledge and knowledge acquisition are explored in terms of the design and outcome of collaborative learning arrangements. Interviews with teachers and observations from instructional research are used to discuss: the selection of learning tasks, the structure of collaborative learning interactions, and the gr...

Students must learn to respond to the task demands imposed by their teachers, and their ability to do so is influenced by certain task-related beliefs. The study described here examined the nature of classroom task environments and their relation to students' task-related beliefs. Students in 19 third- and fourth-grade classrooms completed question...

A study addressed how teachers' practices influenced students' perceptions of control in social and academic domains and what teacher practices were related to student perceptions of control. To relate teacher practices to student perceptions of control this paper: (1) defines the concept of control and describes theoretical and empirical concepts...

Thesis (M.S.)--Dept. of Educational Studies, University of Utah, 1985. Includes bibliographical references (leaves [65]-68).