Matthew Schenk | Arizona State University (original) (raw)
Matthew Schenk is an educator and administrator working with schools in the United States, China, and Canada. His focus is on improving organizational communication through team development and streamlined systems. He is an avid reader and enjoys books about educational theory, politics, biographies, and historical fiction.
Matthew Schenk trains educational leaders in the best practices of hiring and training fiercely passionate educators with a dedication to personal and professional growth and giving those educators authentic capacity development in the best practices of educating 21st century learners.
In 2016, Matthew Schenk earned his doctorate from Arizona State University in Phoenix, Arizona in Educational Policy and Leadership. His dissertation research focused on improving teacher efficacy through structured peer observation rounds.
When not reading or working, Matthew Schenk can be found at the gym, dining with friends, or exploring new places around the world. His historical heroes include: Nelson Mandela, Abraham Lincoln, and Maya Angelo.
Matthew Schenk spends most of his time in Phoenix, Arizona and Zhengzhou, China, but also travels frequently to his favorite vacation spots in Mexico.
Address: West Campus
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Educators at every level within the K-12 education system feel increasing pressure every year to ... more Educators at every level within the K-12 education system feel increasing pressure every year to improve student performance on standardized tests so that all students within their local context meet or exceed the minimum standards of mastery set by the State Department of Education. Although constant changes in standards, testing requirements, and various legislative bills make this a moving target, most educators still work tirelessly to give their students the best educational experience possible. Many factors contribute to the education a student receives, but the quality of the teacher in the classroom undoubtedly has influence on the overall experience. This study used a mixed-methods approach to evaluate the effectiveness of peer observation as a supplement to traditional preservice teacher training to improve teacher effectiveness. Observational learning theory and adult learning theory created the lens through which peer observations were implemented and evaluated in this study. Specifically, this study aimed to answer the following research questions: (a) How do conversations about teaching practices evolve over time between the preservice teacher participant and the researcher within the context of discussions following peer observations? and (b) How do peer observations influence the teaching practices of preservice teachers?
Educators at every level within the K-12 education system feel increasing pressure every year to ... more Educators at every level within the K-12 education system feel increasing pressure every year to improve student performance on standardized tests so that all students within their local context meet or exceed the minimum standards of mastery set by the State Department of Education. Although constant changes in standards, testing requirements, and various legislative bills make this a moving target, most educators still work tirelessly to give their students the best educational experience possible. Many factors contribute to the education a student receives, but the quality of the teacher in the classroom undoubtedly has influence on the overall experience. This study used a mixed-methods approach to evaluate the effectiveness of peer observation as a supplement to traditional preservice teacher training to improve teacher effectiveness. Observational learning theory and adult learning theory created the lens through which peer observations were implemented and evaluated in this study. Specifically, this study aimed to answer the following research questions: (a) How do conversations about teaching practices evolve over time between the preservice teacher participant and the researcher within the context of discussions following peer observations? and (b) How do peer observations influence the teaching practices of preservice teachers?