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Improving Formative Assessment Practice to Empower Student Learning
  • Language: en
  • Pages: 161

Improving Formative Assessment Practice to Empower Student Learning

  • Type: Book
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  • Published: 2012-02-24
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  • Publisher: Corwin Press

Supercharge your formative assessment skills and watch student learning soar with this book's proven method. Includes case studies, examples, and a companion website with tools and templates.

Preparing Quality Teachers
  • Language: en
  • Pages: 711

Preparing Quality Teachers

  • Type: Book
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  • Published: 2022-03-01
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  • Publisher: IAP

National and international teacher education organizations and scholars have called for an increased emphasis on clinical practice in educator preparation programs. These recommendations include specific efforts to increase the duration, diversity, and quality of experiences that teacher candidates engage in during their time in P-12 schools while earning their teaching license. This book includes a robust set of chapters that include conceptual, theoretical, and empirical chapters related to innovative approaches in clinical practice in educator preparation. Authors include teacher educators from around the United States and Canada from a variety of types of higher education institutions. The book provides readers with examples, evidence, and ideas to thoughtfully consider their future direction in examining, planning, and implementing clinical practice experiences for teacher candidates.

Research-based Instructional Practices of Effective Principals
  • Language: en
  • Pages: 285

Research-based Instructional Practices of Effective Principals

  • Type: Book
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  • Published: 2018-06-01
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  • Publisher: IAP

Extant literature on evidence-based instructional strategies mediated by elementary and secondary school leaders is surprisingly scant. Seeking to fill the gap, the editors of this book have curated the research and craft knowledge of eminent and emergent practitioner scholars who collectively provide a starting place for aspiring and practicing principals. Each author builds on research-based instructional practice in schools and districts in which they have worked, either as principals or as school-university or service-provider partners. They provide examples, action plans, frameworks, lessons learned, and strategies to successfully develop and implement research- based instruction and su...

Reference Sources for Small and Medium-sized Libraries
  • Language: en
  • Pages: 358

Reference Sources for Small and Medium-sized Libraries

This guide to reference sources covers a wide range of topics in a variety of formats including print, websites, CD-ROMs, and electronic databases.

Directory of Unpublished Experimental Mental Measures
  • Language: en
  • Pages: 516

Directory of Unpublished Experimental Mental Measures

  • Type: Book
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  • Published: 1974
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  • Publisher: Unknown

Preface to each volume contains scope notes on categories used.

New Literacies Practices
  • Language: en
  • Pages: 196

New Literacies Practices

  • Type: Book
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  • Published: 2009
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  • Publisher: Peter Lang

New literacies have been researched with various age groups in a variety of settings, illustrating how text uses differ across contexts and highlighting stark divides between schooled and out-of-school literacies. Not surprisingly, schools have difficulty staying abreast of the technological and social aspects associated with new literacies. New Literacies Practices: Designing Literacy Learning takes into account these two concerns - the dichotomy of contextual uses of new literacies across spaces, and concerns that schooled instructional attempts with new literacies reify conventional literacy practices. Authors in this volume include classroom teachers and researchers who begin from a stan...

Concept Map-Based Formative Assessment of Students’ Structural Knowledge
  • Language: en
  • Pages: 174

Concept Map-Based Formative Assessment of Students’ Structural Knowledge

The modern knowledge-based economic model demands highly qualified specialists who are capable of solving complex problems and seeing relationships between phenomena, events, and objects. This book highlights the development of the structural knowledge of university students as a necessary precondition for preparing labour market experts, as it facilitates significant cognitive processes, effective problem solving and expert-level performance. The volume considers structural knowledge as an object that should be regularly assessed and further developed in the formative assessment process by using concept mapping as an assessment instrument. It describes concept mapping, the theoretical foundations of structural knowledge, and its formative assessment, and provides a set of practical scenarios validated in instructional practice. It is intended primarily for the administrative and educational staff of higher education institutions who wish to improve the quality of education with the aim of bringing students’ structural knowledge closer to experts’ knowledge, and thus ensuring better preparation of students for their professional activities.

Annual Meeting Program - American Educational Research Association
  • Language: en
  • Pages: 1100

Annual Meeting Program - American Educational Research Association

  • Type: Book
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  • Published: 1997
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  • Publisher: Unknown

None

Annual Meeting Program
  • Language: en
  • Pages: 496

Annual Meeting Program

  • Type: Book
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  • Published: 2005
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  • Publisher: Unknown

None

Cultures in Conflict
  • Language: en
  • Pages: 129

Cultures in Conflict

The suspension and expulsion of ethnic minority students, especially African American males , remains a critical issue in schools today. This book addresses the root causes of racial disparity in discipline. Dr. Bireda shows how culturally conditioned beliefs and cultural misunderstanding negatively impact teacher-student relationships and interactions in the classroom. In addition, factors in the school climate that may precipitate and escalate disciplinary events are examined. Ultimately, Cultures In Conflict provides a framework which assists administrators and teachers in establishing a dialogue on issues related to race and culture, and provides a set of strategies for reducing disciplinary events and referrals.