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Author: Rémi Bissonnette
Publisher: Compton, Québec : Éditions Compton
ISBN: 9782920482159
Category : Physical education for children
Languages : fr
Pages : 199
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Book Description
Ouvrage destiné aux professeurs d'éducation physique afin de les aider dans l'élaboration de leur programme annuel. Donne des objectifs à atteindre et des critères d'évaluation des habiletés physiques et motrices des enfants selon leur groupe d'âge. Ces tâches évaluatives sont en conformité avec le programme d'études du primaire en éducation physique du ministère de l'Education du Québec.
Author: Rémi Bissonnette
Publisher: Compton, Québec : Éditions Compton
ISBN: 9782920482159
Category : Physical education for children
Languages : fr
Pages : 199
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Book Description
Ouvrage destiné aux professeurs d'éducation physique afin de les aider dans l'élaboration de leur programme annuel. Donne des objectifs à atteindre et des critères d'évaluation des habiletés physiques et motrices des enfants selon leur groupe d'âge. Ces tâches évaluatives sont en conformité avec le programme d'études du primaire en éducation physique du ministère de l'Education du Québec.
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Publisher:
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Category : Canada
Languages : en
Pages : 1708
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Author: Jean-Pierre Piednoir
Publisher:
ISBN: 9782866282158
Category :
Languages : fr
Pages : 99
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Author: Brian Savoy
Publisher:
ISBN: 9781412302333
Category : Athletes
Languages : fr
Pages : 468
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 448
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Author: Rémi Bissonnette
Publisher: Sherbrooke, Québec : R. Bissonnette
ISBN: 9782980531002
Category : Physical education for children
Languages : fr
Pages : 212
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Author: Dany Laveault
Publisher: Springer
ISBN: 3319392115
Category : Education
Languages : en
Pages : 374
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Book Description
This book provides new perspectives on Assessment for Learning (AfL), on the challenges encountered in its implementation, and on the diverse ways of meeting these challenges. It brings together contributions from authors working in a wide range of educational contexts: Australia, Canada, England, Germany, New Zealand, Norway, Israel, Philippines, Scotland, Spain, Sweden, Switzerland, the United States. It reflects the issues, innovations, and critical reflections that are emerging in an expanding international network of researchers, professional development providers, and policy makers, all of whom work closely with classroom teachers and school leaders to improve the assessment of student learning. The concept of Assessment for Learning, initially formulated in 1999 by the Assessment Reform Group in the United Kingdom, has inspired new ways of conceiving and practicing classroom assessment in education systems around the world. This book examines assessment for learning in a broad perspective which includes diverse approaches to formative assessment (some emphasizing teacher intervention, others student involvement in assessment), as well as some forms of summative assessment designed to support student learning. The focus is on assessment in K-12 classrooms and on the continuing professional learning of teachers and school leaders working with these classrooms. Readers of this volume will encounter well documented accounts of AfL implementation across a large spectrum of conditions in different countries and thereby acquire better understanding of the challenges that emerge in the transition from theory and policy to classroom practice. They will also discover a wealth of ideas for implementing assessment for learning in an effective and sustainable manner. The chapters are grouped in three Parts: (1) Assessment Policy Enactment in Education Systems; (2) Professional Development and Collaborative Learning about Assessment; (3) Assessment Culture and the Co-Regulation of Learning. An introduction to each Part provides an overview and presents the suggestions and recommendations formulated in the chapters.
Author: Kenneth Gergen
Publisher: Springer Science & Business Media
ISBN: 1461330874
Category : Psychology
Languages : en
Pages : 402
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Book Description
INTRODUCTION In developing scientific theory there is perhaps nothing more propi tious than a compelling metaphor. If the metaphor is rich in imagery, complexly differentiated, emotionally evocative, and vitally wedded to the cultural lore, the theory to which it gives rise may enjoy a long and vigorous life. If the metaphor is sufficiently powerful, the theory may even be sustained in independence of systematic empirical support. Role theory is likely to remain prosperous so long as there is a thriving theater; decision theory experienced a dramatic rejuvenation with the development of the electronic computer; and, in spite of its archaic construction, Jungian theory will prevail so long as ancient myths and symbols continue to haunt us (d. Smith, 1978). From this standpoint, the development of social exchange theory is hardly surprising. Ex perience with the marketplace is extensive in society, its images are both complex and richly evocative, its challenges are often exciting and its lessons sometimes painful. It is thus both intellectually and emo tionally invigorating to consider the social arena in all its diversity as an extended market in which each individual seeks to maximize profits. The economic metaphor is hardly new to the social sciences. The recent intellectual roots of contemporary exchange theory can be traced to the works of Claude Levi-Strauss, Marcel Mauss, Karl Marx, and B.
Author: Jacques Hallak
Publisher: Routledge
ISBN: 1136517766
Category : Education
Languages : en
Pages : 320
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Book Description
First published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Virginia Richardson
Publisher: Amer Educational Research Assn
ISBN: 9780935302264
Category : Education
Languages : en
Pages : 1278
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