Early Adolescence, English Language Arts Portfolio PDF Download
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Author:
Publisher:
ISBN:
Category : English language
Languages : en
Pages :
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Book Description
Recommended guidelines for teaching the English language to students aged 11-15, as presented by the National Board for Professional Teaching Standards.
Author:
Publisher:
ISBN:
Category : English language
Languages : en
Pages :
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Book Description
Recommended guidelines for teaching the English language to students aged 11-15, as presented by the National Board for Professional Teaching Standards.
Author: National Board for Professional Teaching Standards (U.S.)
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 60
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Book Description
Author: National Board for Professional Teaching Standards (U.S.)
Publisher: Board
ISBN:
Category : Education
Languages : en
Pages : 64
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Book Description
Author: Lawrence Ingvarson
Publisher: Emerald Group Publishing
ISBN: 0762310553
Category : Education
Languages : en
Pages : 633
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Book Description
The National Board for Professional Teaching Standards (NBPTS) in the USA is the most ambitious and successful attempt by any country to establish a certification system for recognizing and rewarding teachers who reach high professional standards. This book focuses on The National Board for Professional Teaching Standards (NBPTS).
Author: Kathleen Anderson Steeves
Publisher: Guilford Press
ISBN: 9781572305427
Category : Education
Languages : en
Pages : 212
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Book Description
This practical book presents a comprehensive blueprint for preparing teachers to achieve National Board for Professional Teaching Standards (NBPTS) certification. An outgrowth of the authors' more than five years of experience working with teacher candidates, the approach described here enlists the collaboration of both university educators and professional staff development personnel. The book includes a detailed outline of a seminar to introduce teachers to the NBPTS process, complete with written samples and reproducible overhead transparency masters. Also featured are chapters contributed by Board Certified Teachers, who share portfolio samples and activities in four certification areas. Supported by research-proven best practices in professional education, the book includes extensive reference lists and helpful hints for facilitators.
Author: National Board for Professional Teaching Standards (U.S.)
Publisher:
ISBN:
Category : Science
Languages : en
Pages : 68
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Book Description
Author: Linda Darling-Hammond
Publisher: Routledge
ISBN: 0429710925
Category : Education
Languages : en
Pages : 223
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Book Description
A License to Teach speaks directly to the quality-of-education debate now focused on public schools. It shows that reforms of teacher education and licensing are needed to ensure that teachers are prepared for the classroom.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309074207
Category : Education
Languages : en
Pages : 473
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Book Description
Americans have adopted a reform agenda for their schools that calls for excellence in teaching and learning. School officials across the nation are hard at work targeting instruction at high levels for all students. Gaps remain, however, between the nation's educational aspirations and student achievement. To address these gaps, policy makers have recently focused on the qualifications of teachers and the preparation of teacher candidates. This book examines the appropriateness and technical quality of teacher licensure tests currently in use, evaluates the merits of using licensure test results to hold states and institutions of higher education accountable for the quality of teacher preparation and licensure, and suggests alternatives for developing and assessing beginning teacher competence. Teaching is a complex activity. Definitions of quality teaching have changed and will continue to change over time as society's values change. This book provides policy makers, teacher testers, and teacher educators with advice on how to use current tests to assess teacher candidates and evaluate teacher preparation, ensuring that America's youth are being taught by the most qualified candidates.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309171067
Category : Education
Languages : en
Pages : 472
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Book Description
Americans have adopted a reform agenda for their schools that calls for excellence in teaching and learning. School officials across the nation are hard at work targeting instruction at high levels for all students. Gaps remain, however, between the nation's educational aspirations and student achievement. To address these gaps, policy makers have recently focused on the qualifications of teachers and the preparation of teacher candidates. This book examines the appropriateness and technical quality of teacher licensure tests currently in use, evaluates the merits of using licensure test results to hold states and institutions of higher education accountable for the quality of teacher preparation and licensure, and suggests alternatives for developing and assessing beginning teacher competence. Teaching is a complex activity. Definitions of quality teaching have changed and will continue to change over time as society's values change. This book provides policy makers, teacher testers, and teacher educators with advice on how to use current tests to assess teacher candidates and evaluate teacher preparation, ensuring that America's youth are being taught by the most qualified candidates.
Author: Patricia Lynne
Publisher: University Press of Colorado
ISBN: 0874214823
Category : Education
Languages : en
Pages : 311
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Book Description
In a provocative book-length essay, Patricia Lynne argues that most programmatic assessment of student writing in U.S. public and higher education is conceived in the terms of mid-20th century positivism. Since composition as a field had found its most compatible home in constructivism, she asks, why do compositionists import a conceptual frame for assessment that is incompatible with composition theory? By casting this as a clash of paradigms, Lynne is able to highlight the ways in which each theory can and cannot influence the shape of assessment within composition. She laments, as do many in composition, that the objectively oriented paradigm of educational assessment theory subjugates and discounts the very social constructionist principles that empower composition pedagogy. Further, Lynne criticizes recent practice for accommodating the big business of educational testing—especially for capitulating to the discourse of positivism embedded in terms like "validity" and "reliability." These terms and concepts, she argues, have little theoretical significance within composition studies, and their technical and philosophical import are downplayed by composition assessment scholars. There is a need, Lynne says, for terms of assessment that are native to composition. To open this needed discussion within the field, she analyzes cutting-edge assessment efforts, including the work of Broad and Haswell, and she advances a set of alternate terms for evaluating assessment practices, a set of terms grounded in constructivism and composition. Coming to Terms is ambitious and principled, and it takes a controversial stand on important issues. This strong new volume in assessment theory will be of serious interest to assessment specialists and their students, to composition theorists, and to those now mounting assessments in their own programs.
