Dr. Rachael Schuetz is engaged with research on educational technology, teacher preparation, and best practices in elementary classroom instruction. Below are two recent abstracts from her research:
Teacher education programs across the nation are looking for the best practices in preparing teacher candidates for success in their careers. Modeled after the National Board for Professional Teaching Standards certification process, the edTPA performance assessment is one measure of a pre-service teacher’s ability. As states adopt the edTPA, programs are looking to a limited body of research on how to effectively prepare candidates. This mixed-methods study investigates the impact of a formative, locally scored assessment, on national edTPA scores. A qualitative survey will share teacher candidates’ perception of their preparation for the national edTPA based on the formative assessment experience. Average scores on the national edTPA will be compared between programs, to determine the quantitative impact of the formative assessment. This research will help inform best practices in preparation for the edTPA and ultimately the classroom.
With millions invested in educational technology, what is its impact on student achievement and engagement? Rachael Schuetz, D.Ed, NBCT, investigates results from her sequential mixed-methods experiment, examining the effects of an iPad-based math intervention, as compared to a traditional paper-pencil approach, on second graders’ achievement and engagement in mathematics. Quantitative pre-post assessments include one engagement and two achievement measures. Qualitative teacher focus group data provides a complete view of student engagement. With finite intervention time and resources, school leaders need to know these exciting findings, in order to best improve student achievement and engagement in mathematics.
Schuetz, R.L., Biancarosa, G. & Goode, J. (2018). Is Technology the Answer? Investigating Students’ Engagement in Math. Journal of Research on Technology in Education. DOI: 10.1080/15391523.2018.1490937