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Educational Foundations
Two students having a conversation

Publications

The CALM team studies assessment, learning and motivation.ÌýIn the area of classroom assessment we have identified best practices in test construction, innovations in assessment as learning, and the practices by which teachers with expertise in classroom assessment engage in assessment cycles and use data to inform instruction. Team members have also explored learning through unique instructional strategies including problem-based learning and persuasive pedagogy. These approaches to instruction are rooted in constructivist and developmental approaches to learning. Finally, teachers’ practices are influenced by their beliefs and motivations to teach. Team members explore the role of motivation in teaching, learning.

Books

  • Barnes, N. & Fives, H. (2020).ÌýManaging Classroom Assessment to Enhance Student Learning.ÌýNew York, NY: Routledge.
  • Barnes, N. & Fives, H. (2018).ÌýCase Studies of Teacher Data Use.ÌýNew York, NY: Routledge.
  • Fives, H. & Gill, M. G. (Eds.) (2015).ÌýThe International Handbook of Research on Teachers’ Beliefs.ÌýNew York, NY: Routledge..
  • Fives, H., & Dinsmore, D. (Eds.) (2018).ÌýThe Model of Domain Learning.ÌýNew York, NY: Routledge.

CALM Book Chapters

  • Fives, H., Barnes, N., Chiavola, C.*, Saiz de La Mora, K.,* Oliveros, E*., & Mabrouk-Hattab, S*. (2019). Reviews of Teachers’ Beliefs. In Oxford Research Encyclopedia of Education. Ed. Jo Lampert. New York: Oxford University Press. doi:10.1093/acrefore/9780190264093.013.ORE_EDU-00781.R1
  • Fives, H. & Barnes, N. (2018). Teachers’ practice based data use strategies. In N. Barnes & H. Fives (Ed.) Case Studies of Teacher Data Use. Routledge.
  • Fives, H. & Barnes, N. (2018). Table of Specifications. In B.B. Frey (ed.). The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. Sage Publications Inc.: Thousand Oaks, 1655-1657, http://dx.doi.org/10.4135/9781506326139.n685
  • Dacey, C. M. & Barnes, N. (2017). Authentic performance assessments. In J. Grinberg & D. Schwarzer, (Eds.). Successful Teaching: What Every Novice Teacher Needs to Know. Rowman & Littlefield.
  • Barnes, N., & Dacey, C. M (2017). Using traditional assessments to effectively inform your teaching. In J. Grinberg & D. Schwarzer, (Eds.). Successful Teaching: What Every Novice Teacher Needs to Know. Rowman & Littlefield.
  • Fives, H. & Susnosky, M. (2017). Teaching for conceptual understanding: Deductive and inductive approaches to teaching and learning. In D. Schwarzer & J. Grinberg (Eds)ÌýSuccessful Teaching: What Every Novice Teacher Needs to Know,ÌýRowman & Littlefield, NY.
  • Fives, H. & Mills, T. (2016). Making motivation meaningful by mastering Maslow. In M. C. Smith & N. DeFrates-Densch, (Eds.).ÌýChallenges and Innovations in Educational Psychology Teaching and Learning(137-149).ÌýCharlotte, NC: Information Age Publishing Inc.
  • Buehl, M. M. & Fives, H. (2016). The role of epistemic cognition in teacher learning and praxis. In J. A. Greene, W. Sandoval, & I. BrÃ¥ten, (Eds.)ÌýHandbook of Epistemic CognitionÌý(247-264).ÌýNew York, NY: Routledge.
  • Fives, H., & Buehl, M. M. (2016). Teachers’ motivation and beliefs. In K. Wentzel & D. Miele, (Eds.).ÌýThe Handbook on Motivation at SchoolÌý(340-360).ÌýNew York, NY: Routledge.
  • Barnes, N., Fives, H., & Dacey, C. (2014). Teachers’ beliefs about assessment. In H. Fives & M.G. Gill (Eds.).The Handbook of Research on Teachers’ Beliefs. (p. 284-300). New York, NY: Routledge.
  • Fives, H., Lacatena, N. & Gerard, L. (2015). Teachers’ teaching (and learning). In H. Fives & M. G. Gill, (Eds.).ÌýThe International Handbook of Research on Teachers’ BeliefsÌý(p. 249-265).New York, NY: Routledge.
  • Rogat, T.K., Linnenbrink-Garcia, L. & DiDonato, N. (2013) Motivation in collaboration groups. Hmelo-Silver, C., O’Donnell, A., Chan, C. & Chinn, C. (Eds.),ÌýInternational Handbook of Collaborative Learning. Taylor & Francis, Inc.
  • Myers, S. & Fives, H. (2009). Facilitating professional learning communities through mentor preparation: Examining the leadership stance of two mentor teachers. In C. Mullen (Ed.)ÌýLeadership in Building CommunitiesÌý(p. 215-227).ÌýPalgrave Macmillan.
  • Fives, H. & Alexander, P.A. (2004). How schools shape teacher motivations: Another piece in the achievement puzzle. In. D. M. McInery & S. Van Etten (Eds.),ÌýResearch on sociocultural influences on motivation and learning: Big theories revisitedÌý(Vol. 4).ÌýGreenwich: Information Age Press.

CALM Journal Articles

  • Barnes, N., Fives, H., Mabrouk Hattab, S.*, & Saiz dela Mora, K*. (2020).ÌýTeachers’ epistemic cognition in situ: Evidence from classroom assessment.ÌýContemporary Educational Psychology, available online first.
  • Barnes, N, Brighton, C.M., Fives, H. & Moon, T.R. (2018). Literacy teachers’ beliefs about data use at the bookends of elementary school.ÌýThe Elementary School Journal,Ìý119,Ìý511-533.
  • Barnes, N., Fives, H., Matthews, J., & SaizdeLaMora, K. (2018). A person-centered approach to understanding teachers’ classroom practices and perceived school goal structures.ÌýThe Teacher Educator. DOI:10.1080/08878730.2018.1443539
  • Fives, H., Barnes, N., Buehl, M.M., Mascadri, J., & Ziegler, N. (2017). Teachers’ epistemic cognition in classroom assessment.ÌýEducational Psychologist, 52, 4,Ìý270-283.Ìýdoi.org/10.1080/00461520.2017.1323218
  • Barnes, N., Fives, H. & Dacey, C. (2017). Profiles of teachers’ conceptions of assessment.ÌýTeaching and Teacher Education
  • Fives, H. & Barnes, N. (Online First, 2016). Informed and uninformed naïve assessment constructors’ strategies for item selection.ÌýJournal of Teacher Education,ÌýXX(X), 1-17 DOI: 10.1177/0022487116668019
  • Barnes, N. & Fives, H. (2016). Creating a context for growth-focused assessment.ÌýMiddle School Journal.
  • Fives, H., Barnes, N., Buehl, M. B., Mascadri, J., & Ziegler, N. (Accepted). Teachers’ epistemic cognition in classroom assessment. [Special issue]ÌýEducational Psychologist.
  • Fives, H., Barnes, N., Dacey, C., & Gillis, A. (2016). Assessing Assessment Texts: Where is Planning?ÌýThe Teacher Educator, 51(1), 70-89. DOI: 10.1080/08878730.2015.1107442
  • Fives, H., Mills, T. M., & Dacey, C. (2016). Cooperating teacher compensation and benefits: Comparing 1957-58 and 2012-13.ÌýJournal of Teacher Education,Ìý62, 2Ìý105-119, doi: 10.1177/0022487115626428
  • Fives, H. & Buehl, M. M. (2016). Teachers’ beliefs, in the context of policy reform.ÌýPolicy Insights from the Behavioral and Brain Sciences, 3(1), 114-121. doi: 10.1177/2372732215623554
  • Barnes, N. & Gillis, A. (2015). Assessment360: A Promising Assessment Technique for Preservice Teacher Education.ÌýThe Teacher Educator, 50(4),Ìý288-304.
  • Fives, H. & Buehl, M. M. (2014). Exploring differences in practicing teachers’ valuing of pedagogical knowledge based on teaching ability beliefs.ÌýJournal of Teacher Education, 65(5),435-448. Ìýdoi: 10.1177/0022487114541813
  • Fives, H., Huebner, W., Nicolich, M. & Birnbaum, A. (2014). Developing a measure of scientific literacy for middle school students.ÌýScience Education, 98(4),Ìý549-580. Ìýdoi: 10.1002/sce.21115
  • Barnes, N. & Urbankowski, D. (2014). Planning, implementing, and assessing an authentic, interdisciplinary task in middle grades classrooms.ÌýMiddle School Journal, 45(5),Ìý17-24.
  • DiDonato-Barnes, N., Fives, H., & Krause, E.S. (2013). Using a Table of Specifications to improve teacher-constructed traditional tests: An experimental design.ÌýAssessment in Education: Principles, Policy & Practice, DOI:10.1080/0969594X.2013.808173
  • Fives, H. & DiDonato-Barnes, N. (2013). Classroom test construction: The power of a table of specifications.ÌýPractical Assessment, Research, and Evaluation, 18,Ìý1-7.
  • DiDonato, N.C. (2012). Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic tasks.ÌýInstructional Science, 41,Ìý25-47.ÌýDOI: 10.1007/s11251-012-9206-9
  • Buehl, M. M. & Fives, H. (2011).ÌýEvolving concept maps as instructional and assessment tools in graduate educational psychology courses.ÌýTeaching of Educational Psychology, 7,Ìý62-87.
  • DiDonato, N.C. (2011). The interaction between cognitive and motivational co-regulated processes on a collaborative task.ÌýInternational Journal of Learning, 18(1),Ìý463-476.
  • Fives, H. & Buehl, M. M. (2010). Examining the factor structure of the teacher sense of efficacy scale.ÌýThe Journal of Experimental Education, 78,Ìý118-134.
  • Fives, H. & Looney, L. (2009). College instructors sense of teaching and collective efficacy.ÌýInternational Journal of Teaching and Learning in Higher Education, 20(2), 182-191.
  • Hamman, D., Fives, H., Olivarez, Jr., A. (2007). ÌýEfficacy and pedagogical interaction in cooperating and student teacher dyads. ÌýJournal of Classroom Interaction,Ìý41/42, 55-63.
  • Fives, H., Hamman, D., & Olivarez, A. (2007). Does burnout begin with student teaching? Analyzing efficacy, burnout and support during the student-teaching semester.ÌýTeaching and Teacher Education, 23,916–934.
  • Myers, S., McMillan, S., Anderson, C., Price, P., & Fives, H. (2007). Partnering with secondary schools to prepare highly qualified teachers: Alternative certification through a professional development school model.ÌýJournal of the National Association for Alternative Certification, 2,Ìý18-28.
  • Fives, H., Manning, D. K., & Buehl, M. M. (2006). Pollution on the Rio Grande: A case for persuasion.ÌýThe Social Studies Texan, 22,Ìý66-68.
  • Fives, H., & Alexander, P.A. (2001). Persuasion as a metaphor for teaching: A case in point.ÌýTheory Into Practice, 40,Ìý242-248.

Conference Proceedings

  • Fives, H., Barnes, N., SaizdeLaMora, K., & Mabrouk-Hattab, S. (2020, Accepted). Teachers’ Apt Epistemic Cognition in the Context of Classroom Assessment. Paper accepted by the American Education Research Association Division C, Section 2a. San Francisco, CA
  • Fives, H., Barnes, N., & SaizdeLaMora, K. (2019, April). A Person-Centered Approach to Understanding Teachers’ Classroom Practices and Perceived School Goal Structures. Paper invited for a Distinguished Paper Session sponsored by the Consortium of State and Regional Research Associations at the Annual Meeting of the American Educational Research Association, Toronto, Canada.
  • Catalano, C.*, Fives, H., Mckeating, E*. & Barnes, N. (2019, April). Preservice early childhood teachers’ sense of efficacy for teaching students with Autism Spectrum Disorder, presented at the Division K, Section five of the American Educational Research Association, Annual Meeting, Toronto, Canada.
  • Barnes, N., Fives, H., SaizdeLaMora, K. M.,*Ìý& Mabrouk-Hattab, S*. (2019, April). Navigating the complex cognitive task of classroom assessment, presented at the Classroom Assessment SIG of the American Educational Research Association, Annual Meeting, Toronto, Canada.
  • Brighton, C., Barnes, N., Moon, T., Fives, H., Invernizzi, M.A., Buckrop, J. M. (2018, April).Ìý Literacy Teachers’ Beliefs about Data Use at the Bookends of Elementary School, presented at the Division K Section 3 of the American Educational Research Association, Annual Meeting, New York, NY.
  • Fives, H., Barnes, N., Mabrouk-Hattab, S.* & SaizdeLaMora, K. M.* (2018, April). Teachers’ Epistemic Cognition when Evaluating Student Writing, presented at the Division C Section 2a of the American Educational Research Association, Annual Meeting, New York, NY.
  • Barnes, N., Fives, H., SaizdeLaMora, K. M.,*Ìý& Mabrouk-Hattab, S.* (2018, February). A Person-Centered Approach to Understanding Teachers’ Classroom Practices and Perceived School Goal Structures, presented at the Eastern Educational Research Association 2018 Annual Meeting, Clearwater, FL.
  • Fives, H., Barnes, N., Buehl, M. B., Mascadri, J., & Ziegler, N. (2017, August). Teachers’ epistemic cognition in classroom assessment. Presented at the European Association for Research on Learning and Instruction. Tampere, Finland.
  • Barnes, N., Fives, H. & Dacey, C.* (2017, August). Profiles of teachers’ conceptions of assessment. Presented at the European Association for Research on Learning and Instruction. Tampere, Finland.
  • Fives, H., Barnes, N., Dacey, C., Bratkovich, M., & Ramos, L. (2016). Classroom level data use: Mapping the sub and microprocesses of one teacher’s practice. Paper presented for the Annual Meeting of the American Educational Research Association. Washington, D.C.
  • Fives, H. & Dacey, C. M. (April, 2016).ÌýTeaching Concept Learning for Conceptual Understanding.ÌýPaper presented at the Annual Meeting of the American Educational Research Association, Washington, DC.
  • Buehl, M. M. & Fives, H. (2016, April).ÌýThe Role of Epistemic Cognition in Teacher Learning and Praxis.ÌýPaper presented at the Division C for the annual meeting of the American Educational Research Association, Washington, DC.
  • Fives, H. & Buehl, M. (2015, August).ÌýThe Functions of Beliefs: Teachers’ Personal Epistemology on the Pinning Block. Paper presented at the 16thÌýBiennial Conference of the European Association for Research, Limassol, Cyprus.
  • Fives, H., Barnes, N., & Dacey, C. (2015, April).ÌýU.S. Teachers’ Conceptions of the Purposes of Assessment. Paper presented for the Annual Meeting of the American Educational Research Association. Chicago, IL
  • Barnes, N. D., Fives, H., Dacey, C. M., & Gillis, A. (2014, April).ÌýÌýPresented at the 2015 Annual Meeting of the American Educational Research Association, Philadelphia, PA.
  • Fives, H. (2014, April). Placing Learning, Beliefs, and Research at the Center of Teaching Educational Psychology. In L. Anderman (Chair)ÌýIron Instructor –Educational Psychology: ÌýHarnessing the Power of Educational Research for Practice.ÌýPaper presented to the Annual Meeting of the American Educational Research Association, Philadelphia, PA.
  • Fives, H. & Mills, T. (2014, April).ÌýSustained Inquiry-Focused Professional Development for Teacher Learning.ÌýPaper presented at the Annual Meeting of the American Educational Research Association, Philadelphia, PA.
  • Barnes, N. & Fives, H. (2013, August).Ìý. Poster presented at the Annual Meeting of the American Psychological Association. Hawaii.
  • DiDonato, N.C., Fives, H., & Krause, E. (2013, April).ÌýUsing a table of specifications to improve teacher constructed traditional Tests: An experimental design.ÌýÌýRoundtable presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.
  • Fives, H., Buehl, M. M., & Toboada, A. (2012, April).ÌýAccording to teachers, teaching is…Roundtable presented at the Annual Meeting of the American Educational Research Associations, Vancouver, BC.
  • Fives, H. (2014, April). Placing Learning, Beliefs, and Research at the Center of Teaching Educational Psychology. In L. Anderman (Chair)Ìý.ÌýPaper accepted to the Annual Meeting of the American Educational Research Association, Philadelphia, PA.
  • Fives, H. (2009, August). Student teachers’ sense of efficacy and burnout as part of learning to teach. In U. Klusman (Chair)ÌýEmotional and Motivational Challenges at the Beginning of the Professional Career: The Reality Shock.ÌýPresented at the 13thÌýBiennial Conference of the European Association for Research on Learning and Instruction, Amsterdam, the Netherlands.
  • Buehl, M. M., Fives, H., & Taboada, A. (2009, April).ÌýCommon perspectives?: Examining the application of an emergent framework for teaching knowledge and ability beliefs.ÌýPoster presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
  • Buehl, M. M., Fives, H., & Buehl, J. (2007, August).ÌýExamining the self-efficacy beliefs and goal orientations of adult learners.ÌýPaper presented at the annual meeting of the American Psychological Association, San Francisco,
  • Fives, H., Todd, R. & Buehl, M. (2007, April). Contextualizing beliefs: Explorations of preservice teachers’ knowledge beliefs in relation to their broader belief system. In F. Haerle (Chair)ÌýTeachers’ personal epistemology and its impact on teaching and learning.ÌýSymposium presented at the annual meeting of the American Educational Research Association, Chicago, IL.
  • McMahan, S. & Fives, H. (2007, February).ÌýA case for collaborative planning and integrated instruction in teacher preparation. Paper presented at the annual meeting of the Association for Teacher Educators, San Diego, CA.
  • Fives, H. (Chair; 2005, August).ÌýTeaching as persuasion: Is the metaphor viable?ÌýSymposium presented at the annual meeting of the American Psychological Association, Washington, DC.
  • Fives, H., & Manning, D. (2005, August).ÌýTeachers’ strategies for student engagement: Comparing research to demonstrated knowledge.ÌýIn T. Murdoch (Chair) Teacher influences on student motivational processes. Symposium presented at the annual meeting of the American Psychological Association, Washington, DC.
  • Stevens, T., & Fives, H. (2005, August).ÌýTeaching as persuasion, online? Transferring the pedagogy to online settings.ÌýIn H. Fives (Chair)ÌýTeaching as persuasion: Is the metaphor viable.ÌýSymposium presented at the annual meeting of the American Psychological Association, Washington, DC.