Implementing Expectations and Rubrics for Student Presentations Across the CurriculumAlthof, Benjamin David (2024) Implementing Expectations and Rubrics for Student Presentations Across the Curriculum. Doctoral Dissertation, University of Pittsburgh. (Unpublished) This is the latest version of this item.
AbstractThis study examined the implementation of a multidisciplinary approach to teaching speaking and listening skills at St. Stephen's, a private 7th-12th grade school. Two teachers from non-English subjects participated in a six-week program to incorporate a common presentation Five key themes emerged: inconsistency in prior practices, improvement in student presentation quality, teacher confidence, changes in instruction, and plans for future The study revealed that while teachers regularly assigned presentations, there was a lack of consistency in instruction, expectations, and assessment practices across subjects. After implementing the common framework, teachers reported significant improvements in the quality of student presentations, particularly in content and visual aids. Participants developed plans for expanding the program school-wide in the following year, including assigning responsibilities to different departments each quarter. They emphasized the importance of professional development, peer observation, and collaborative planning to support The study concludes with recommendations for future research, including conducting longitudinal studies to assess long-term impacts on student achievement and replicating the study in diverse school settings. This study demonstrates the potential benefits of a standardized, crosscurricular approach to developing students' speaking and listening skills, highlighting opportunities for schools to enhance these critical life skills across the curriculum. Share
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