Educational Foundations
Two students having a conversation

Publications

The CALM team studies assessment, learning and motivation. In 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). Managing Classroom Assessment to Enhance Student Learning. New York, NY: Routledge.
  • Barnes, N. & Fives, H. (2018). Case Studies of Teacher Data Use. New York, NY: Routledge.
  • Fives, H. & Gill, M. G. (Eds.) (2015). The International Handbook of Research on Teachers’ Beliefs. New York, NY: Routledge..
  • Fives, H., & Dinsmore, D. (Eds.) (2018). The Model of Domain Learning. New 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) Successful Teaching: What Every Novice Teacher Needs to Know, Rowman & Littlefield, NY.
  • Fives, H. & Mills, T. (2016). Making motivation meaningful by mastering Maslow. In M. C. Smith & N. DeFrates-Densch, (Eds.). Challenges and Innovations in Educational Psychology Teaching and Learning(137-149). Charlotte, 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. Bråten, (Eds.) Handbook of Epistemic Cognition (247-264). New York, NY: Routledge.
  • Fives, H., & Buehl, M. M. (2016). Teachers’ motivation and beliefs. In K. Wentzel & D. Miele, (Eds.). The Handbook on Motivation at School (340-360). New 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.). The International Handbook of Research on Teachers’ Beliefs (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.), International 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.) Leadership in Building Communities (p. 215-227). Palgrave 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.), Research on sociocultural influences on motivation and learning: Big theories revisited (Vol. 4). Greenwich: Information Age Press.

CALM Journal Articles

  • Barnes, N., Fives, H., Mabrouk Hattab, S.*, & Saiz dela Mora, K*. (2020). Teachers’ epistemic cognition in situ: Evidence from classroom assessment. Contemporary 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. The Elementary School Journal, 119, 511-533.
  • Barnes, N., Fives, H., Matthews, J., & SaizdeLaMora, K. (2018). A person-centered approach to understanding teachers’ classroom practices and perceived school goal structures. The 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. Educational Psychologist, 52, 4, 270-283. doi.org/10.1080/00461520.2017.1323218
  • Barnes, N., Fives, H. & Dacey, C. (2017). Profiles of teachers’ conceptions of assessment. Teaching and Teacher Education
  • Fives, H. & Barnes, N. (Online First, 2016). Informed and uninformed naïve assessment constructors’ strategies for item selection. Journal of Teacher Education, XX(X), 1-17 DOI: 10.1177/0022487116668019
  • Barnes, N. & Fives, H. (2016). Creating a context for growth-focused assessment. Middle School Journal.
  • Fives, H., Barnes, N., Buehl, M. B., Mascadri, J., & Ziegler, N. (Accepted). Teachers’ epistemic cognition in classroom assessment. [Special issue] Educational Psychologist.
  • Fives, H., Barnes, N., Dacey, C., & Gillis, A. (2016). Assessing Assessment Texts: Where is Planning? The 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. Journal of Teacher Education, 62, 2 105-119, doi: 10.1177/0022487115626428
  • Fives, H. & Buehl, M. M. (2016). Teachers’ beliefs, in the context of policy reform. Policy 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. The Teacher Educator, 50(4), 288-304.
  • Fives, H. & Buehl, M. M. (2014). Exploring differences in practicing teachers’ valuing of pedagogical knowledge based on teaching ability beliefs. Journal of Teacher Education, 65(5),435-448.  doi: 10.1177/0022487114541813
  • Fives, H., Huebner, W., Nicolich, M. & Birnbaum, A. (2014). Developing a measure of scientific literacy for middle school students. Science Education, 98(4), 549-580.  doi: 10.1002/sce.21115
  • Barnes, N. & Urbankowski, D. (2014). Planning, implementing, and assessing an authentic, interdisciplinary task in middle grades classrooms. Middle School Journal, 45(5), 17-24.
  • DiDonato-Barnes, N., Fives, H., & Krause, E.S. (2013). Using a Table of Specifications to improve teacher-constructed traditional tests: An experimental design. Assessment 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. Practical Assessment, Research, and Evaluation, 18, 1-7.
  • DiDonato, N.C. (2012). Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic tasks. Instructional Science, 41, 25-47. DOI: 10.1007/s11251-012-9206-9
  • Buehl, M. M. & Fives, H. (2011). Evolving concept maps as instructional and assessment tools in graduate educational psychology courses. Teaching of Educational Psychology, 7, 62-87.
  • DiDonato, N.C. (2011). The interaction between cognitive and motivational co-regulated processes on a collaborative task. International Journal of Learning, 18(1), 463-476.
  • Fives, H. & Buehl, M. M. (2010). Examining the factor structure of the teacher sense of efficacy scale. The Journal of Experimental Education, 78, 118-134.
  • Fives, H. & Looney, L. (2009). College instructors sense of teaching and collective efficacy. International Journal of Teaching and Learning in Higher Education, 20(2), 182-191.http://www.isetl.org/ijtlhe/pdf/IJTLHE330.pdf
  • Hamman, D., Fives, H., Olivarez, Jr., A. (2007).  Efficacy and pedagogical interaction in cooperating and student teacher dyads.  Journal of Classroom Interaction, 41/42, 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. Teaching 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. Journal of the National Association for Alternative Certification, 2, 18-28.
  • Fives, H., Manning, D. K., & Buehl, M. M. (2006). Pollution on the Rio Grande: A case for persuasion. The Social Studies Texan, 22, 66-68.
  • Fives, H., & Alexander, P.A. (2001). Persuasion as a metaphor for teaching: A case in point. Theory Into Practice, 40, 242-248.

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.,* & 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).  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.,* & 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). Teaching Concept Learning for Conceptual Understanding. Paper presented at the Annual Meeting of the American Educational Research Association, Washington, DC.
  • Buehl, M. M. & Fives, H. (2016, April). The Role of Epistemic Cognition in Teacher Learning and Praxis. Paper presented at the Division C for the annual meeting of the American Educational Research Association, Washington, DC.
  • Fives, H. & Buehl, M. (2015, August). The Functions of Beliefs: Teachers’ Personal Epistemology on the Pinning Block. Paper presented at the 16th Biennial Conference of the European Association for Research, Limassol, Cyprus.
  • Fives, H., Barnes, N., & Dacey, C. (2015, April). U.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). Assessing Assessment Texts: Where is Planning? Presented 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) Iron Instructor –Educational Psychology:  Harnessing the Power of Educational Research for Practice. Paper presented to the Annual Meeting of the American Educational Research Association, Philadelphia, PA.
  • Fives, H. & Mills, T. (2014, April). Sustained Inquiry-Focused Professional Development for Teacher Learning. Paper presented at the Annual Meeting of the American Educational Research Association, Philadelphia, PA.
  • Barnes, N. & Fives, H. (2013, August). Informed and uninformed novices’ test item selection strategies. Poster presented at the Annual Meeting of the American Psychological Association. Hawaii.
  • DiDonato, N.C., Fives, H., & Krause, E. (2013, April). Using a table of specifications to improve teacher constructed traditional Tests: An experimental design.  Roundtable presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.
  • Fives, H., Buehl, M. M., & Toboada, A. (2012, April). According 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) Iron Instructor –Educational Psychology: Harnessing the Power of Educational Research for Practice. Paper 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) Emotional and Motivational Challenges at the Beginning of the Professional Career: The Reality Shock. Presented at the 13th Biennial Conference of the European Association for Research on Learning and Instruction, Amsterdam, the Netherlands.
  • Buehl, M. M., Fives, H., & Taboada, A. (2009, April). Common perspectives?: Examining the application of an emergent framework for teaching knowledge and ability beliefs. Poster presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
  • Buehl, M. M., Fives, H., & Buehl, J. (2007, August). Examining the self-efficacy beliefs and goal orientations of adult learners. Paper 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) Teachers’ personal epistemology and its impact on teaching and learning. Symposium presented at the annual meeting of the American Educational Research Association, Chicago, IL.
  • McMahan, S. & Fives, H. (2007, February). A 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). Teaching as persuasion: Is the metaphor viable? Symposium presented at the annual meeting of the American Psychological Association, Washington, DC.
  • Fives, H., & Manning, D. (2005, August). Teachers’ strategies for student engagement: Comparing research to demonstrated knowledge. In 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). Teaching as persuasion, online? Transferring the pedagogy to online settings. In H. Fives (Chair) Teaching as persuasion: Is the metaphor viable. Symposium presented at the annual meeting of the American Psychological Association, Washington, DC.