Center for Advancing the Study of Teaching and Learning (CASTL)

406 Canevin Hall
Pittsburgh, PA 15282
Email: info@castl.duq.edu
Phone: 412.396.4778
Fax: 412.396.5454

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CASTL Technical Reports

CASTL engages in research programs dedicated to understanding, advancing and disseminating evidence-based study of the teaching-learning process.

CASTL Technical Reports, 2014

Brookhart, S.M., Moss, C.M. (2014). The Validity and Reliability of Information from a Formative Walk-through Observation Instrument CASTL Technical Report Series No. 1-14.

CASTL Technical Reports, 2009

Brookhart, S.M., Moss, C.M., Long, B.A. (2009). Promoting Student Ownership of Learning Through High-Impact Formative Assessment Practices CASTL Technical Report Series No. 1-09.

CASTL Technical Reports, 2008

Moss, C.M., McCown, R.R., Madura, J., & Bosco, G. (2008).  Beliefs Matter in Matters of STEM Learning.  CASTL Technical Report Series No. 1-08.

Brookhart, S.M., Moss, C.M., Long, B.A. (2008). Teacher Inquiry Into Formative Assessment Practices,Year Two Report (2006-2007). CASTL Technical Report Series No. 2-08.

CASTL Technical Reports, 2007

Brookhart, S.M., Moss, C.M., Long, B.A. (2007). A Cross Case Analysis of Teacher Inquiry Into Formative Assessment Practices in Six Title I Reading Classrooms. CASTL Technical Report Series No.1-07 (part 1) /1-07 (part 2)

Moss, C.M. (2007).  Can a signature pedagogy promote educational leadership for a just and humane world? CASTL Technical Report Series No. 2-07.

CASTL Technical Reports, 2006

Moss, C.M. (2006) Designing online tutorials and learning environments that assist adult mathematics learners with conceptual changes. CASTL Technical Report Series No. 10-06.

McCown, R.R., Moss, C.M., & Peterson, S.E. (2006). Evolution of an Educational Psychology Course: A Design-Based Account. CASTL Technical Report Series No. 9-06.

McCown, R.R., & Hopson, R.K. (2006). Stewardship and Practice: The CID “Ripple Effect: at Duquesne University. CASTL Technical Report Series No. 8-06.

Peterson, S.E., & Moss, C.M. (2006) Do Pre-service and In-service Teachers Differ During the Process of Challenging Their Beliefs and Assumptions about Motivation? CASTL Technical Report Series No. 7-06.

Moss, C.M., Peterson, S.E., Wetzel, N. (2006). Enhanced Self-Regulation and Teacher Quality: One Teacher’s Journey of Cognitive Conflict and Intentional Learning. CASTL Technical Report Series No. 5-06.

Peterson, S.E., & Moss, C.M. (2006). Pre-service Teachers’ Beliefs about Learning and Motivation: Are We Asking the Right Questions? CASTL Technical Report Series No. 4-06.

Schreiber, J.B., & McCown, R.R. (2006). The Arguments for Evaluating University Teaching: Are They Warranted? CASTL Technical Report Series No. 3-06.

Brookhart, S.M., Moss, C.M., Long, B.A. (2006). Teacher Inquiry into Formative Assessment Practices in Title 1 Reading Classrooms. CASTL Technical Report Series No. 2-06.

Moss, C.M., Madura, J., & McCown, R.R. (2006). Paths of Inquiry: Exploration of the Effects of Systematic and Intentional Inquiry on Student Learning in General Chemistry Lecture, Recitation, and Labs. CASTL Technical Report Series No. 1-06.

CASTL Technical Reports, 2005

McCown, R.R. , & Schreiber, J.B. (2005). Judging Excellence in University Teaching: Preliminary Observations of the Academy. CASTL Technical Report Series No. 6-05.

Moss, C.M. (2005). Teaching as Intentional Learning: The Power of Beliefs and Assumptions in the Learning Age. An invited keynote presentation at the 30 th annual International Conference on Improving University Teaching. CASTL Technical Report Series No. 5-05.

Moss, C.M. (2005). Defining Principals as Leaders of Learning and Learners: A Journey of Conceptual Change. CASTL Technical Report Series No. 4-05.

Moss, C.M. (2005). Design-based research study of Leadership Dispositions in CASTL’s Principal Network. CASTL Technical Report Series No. 3-05.

Schreiber, J.B., Moss, C.M., and Staab, J. (2005). Toward a Theoretical Model for Researching Educator Beliefs . CASTL Technical Report Series No. 2-05.

Moss, C.M. (2005). A Proposed Foundation for a Theory of Leadership Disposition Development. CASTL Technical Report Series No. 1-05.

CASTL Technical Reports, 2004

Moss, C.M. and Schreiber, J.B. (April, 2004). The palimpsest: A conceptual framework for understanding teacher beliefs. CASTL Technical Report Series No. 1-04.

CASTL Technical Reports, 2003

Moss, C.M. (2003). An Analysis of Assumptions: The intellectual Firepower to Spark Professional Learning and Scholarship. CASTL Technical Report Series No. 1-03.

CASTL Technical Reports, 2002

Moss, C.M. (April, 2002). The role of educational psychology in teacher inquiry. CASTL Technical Report Series No. 4-02.

Moss, C.M., Gosnell, K., Brookhart, S.M., & Haber, J. (2002). The role of rubrics in reflective practice: Moving pre-service teachers from dispositions of ‘goal seeking” to “goal getting” dispositions. CASTL Technical Report Series No. 3-02.

Moss, C.M. & Shank, G. (2002). Using Qualitative Processes in Computer Technology Research on Online Learning. CASTL Technical Report Series No. 2-02.

Schreiber, J. B. & Moss, C.M. (2002). An examination of a Peircean View of Teacher Beliefs and Genuine Doubt. CASTL Technical Report Series No. 1-02.

CASTL Technical Reports, 2001

Moss, C.M., McCown, R.R., Brookhart, S.M., Cunningham, D.C., Barab, S. (2001) Online Professional Development: What Works? CASTL Technical Report Series No. 3-01.

Moss, C.M. (2001). Challenging the Beliefs of Pre-Service Teachers in an Online Community of Inquiry. CASTL Technical Report Series No. 2-01.

CASTL Technical Reports, 2000

Moss, C.M., & McCown, R.R. (2000). The Scholarship of Practice Project: Engendering, Supporting, and Disseminating Teacher Scholarship. CASTL Technical Report Series No. 3-00.

Moss, C. M. (2000). Examining the focus of Online Professional Learning Opportunities: What is the Point of Contact? CASTL Technical Report Series No. 2-00.

Moss, C.M., & Goldbach, D. (2000). Designing a Learning Environment that Learns: Design Decisions for Teaching as Intentional Learning. CASTL Technical Report Series No. 1-00.

CASTL Technical Reports, 1999

Moss, C.M., & Brookhart, S.M. (1999). Fostering Systematic Self-Assessment of Teaching Portfolios in Teacher Education. CASTL Technical Report Series No. 5-99.

Moss, C.M. (1999). Areas of Concern Versus Reasoned Problems: Engaging in Meaningful Inquiry Into Practice. CASTL Technical Report Series No. 4-99.

Moss, C.M. (1999). Forming a School-University Partnership that Honors the Teacher as a Professional Learner: Preliminary Insights. CASTL Technical Report Series No. 3-99.

Moss, C.M. (1999). Opinion or Scholarship? What do we learn when we examine teacher discourse in an online community of practice? CASTLTechnical Report Series No. 2-99.

Moss, C.M. (1999). Teaching as Intentional Learning: Reinventing Our View of Educational Psychology. CASTL Technical Report Series No. 1-99.

CASTL Technical Reports, 1998

Moss, C.M. (1998). Systematic Self-Reflection: What Can it Mean for Professional Development? CASTL Technical Report Series No. 1-98.