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Author: Chris W. Gallagher
Publisher: Heinemann Educational Books
ISBN:
Category : Education
Languages : en
Pages : 164
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Book Description
No Child Left Behind and accountability programs generally operate via assessment-driven instruction causing a de-professionalization of teachers and a disengagement of students. Chris Gallagher offers us an alternative: instruction-driven assessment with teachers as the primary assessment instrument. It looks like a way to restore teachers as professionals and to restore students as engaged learners . . . and it looks doable. - Gerald W. Bracey, author of Reading Educational Research: How to Avoid Getting Statistically Snookered This is the most engaging, exciting, and useful book on assessment I have read in a long time. Chris Gallagher draws on the rich experiences of Nebraska educators to show why and how that state's teachers are leading a profoundly important assessment revolution. - Monty Neill, Executive Director, FairTest (National Center for Fair & Open Testing) Reclaiming Assessment details a more humane, more educationally sound way to conduct assessments than what is called for in national and state test-based accountability policies. It examines how Nebraska rejected harmful, high-stakes testing in favor of teacher-designed assessments through a groundbreaking local-control assessment system. Presenting vital conceptual details and practical information for any state, district, or school committed to finding something better for their students than filling ovals, Chris Gallagher focuses in on what makes Nebraska's plan work and how it can transform and has transformed classrooms and policies. In particular he homes in on four key aspects of successful teacher-led assessment: engaging teachers by reinvesting them with classroom- and curricular-level decision-making power engaging students through meaningful classroom assessment engaging colleagues through a new, energizing model of professional development engaging parents and other community members through school-community projects. In each instance, Gallagher combines lessons from Nebraska's school-improvement program with "portraits of practice," vignettes written by Nebraska educators that give a close-up look at how the state's assessment system works, why it works, the settings in which it's making a difference, and the leadership styles that match its goals best. Both a challenge to educators to take back assessment from politicized, top-level bureaucrats and a call to create a new agenda for contemporary education, Reclaiming Assessment is an ideal starting point for your efforts to return to student-centered, not test-centered assessment. Put your trust in educators' abilities to observe and know their students, then read Reclaiming Assessment, adopt an assessment model that's already succeeding in hundreds of schools, and start improving how your students are assessed today.
Author: Chris W. Gallagher
Publisher: Heinemann Educational Books
ISBN:
Category : Education
Languages : en
Pages : 164
Get Book Here
Book Description
No Child Left Behind and accountability programs generally operate via assessment-driven instruction causing a de-professionalization of teachers and a disengagement of students. Chris Gallagher offers us an alternative: instruction-driven assessment with teachers as the primary assessment instrument. It looks like a way to restore teachers as professionals and to restore students as engaged learners . . . and it looks doable. - Gerald W. Bracey, author of Reading Educational Research: How to Avoid Getting Statistically Snookered This is the most engaging, exciting, and useful book on assessment I have read in a long time. Chris Gallagher draws on the rich experiences of Nebraska educators to show why and how that state's teachers are leading a profoundly important assessment revolution. - Monty Neill, Executive Director, FairTest (National Center for Fair & Open Testing) Reclaiming Assessment details a more humane, more educationally sound way to conduct assessments than what is called for in national and state test-based accountability policies. It examines how Nebraska rejected harmful, high-stakes testing in favor of teacher-designed assessments through a groundbreaking local-control assessment system. Presenting vital conceptual details and practical information for any state, district, or school committed to finding something better for their students than filling ovals, Chris Gallagher focuses in on what makes Nebraska's plan work and how it can transform and has transformed classrooms and policies. In particular he homes in on four key aspects of successful teacher-led assessment: engaging teachers by reinvesting them with classroom- and curricular-level decision-making power engaging students through meaningful classroom assessment engaging colleagues through a new, energizing model of professional development engaging parents and other community members through school-community projects. In each instance, Gallagher combines lessons from Nebraska's school-improvement program with "portraits of practice," vignettes written by Nebraska educators that give a close-up look at how the state's assessment system works, why it works, the settings in which it's making a difference, and the leadership styles that match its goals best. Both a challenge to educators to take back assessment from politicized, top-level bureaucrats and a call to create a new agenda for contemporary education, Reclaiming Assessment is an ideal starting point for your efforts to return to student-centered, not test-centered assessment. Put your trust in educators' abilities to observe and know their students, then read Reclaiming Assessment, adopt an assessment model that's already succeeding in hundreds of schools, and start improving how your students are assessed today.
Author: Richard J. Meyer
Publisher: Routledge
ISBN: 113505083X
Category : Language Arts & Disciplines
Languages : en
Pages : 441
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Book Description
With passion, clarity, and rich examples, Reclaiming Writing is dedicated to reawakening the journeys that writers take as they make sense of, think about, and speak back to their worlds in this era of high-stakes testing and mandated curricula. Classrooms and out-of-school settings are described and analyzed in exciting and groundbreaking narratives that provide insights into the many possibilities for writing that support writers’ searches for voice, identity, and agency. Offering pedagogical strategies and the knowledge base in which they are grounded, the book looks at writing within various areas of the curriculum and across modes of writing from traditional text-based forums to digital formats. Thematically based sections present the pillars of the volume’s critical transactive theory: learning, teaching, curriculum, language, and sociocultural contexts. Each chapter is complemented by an extension that offers application possibilities for teachers in various settings. Reclaiming Writing emphasizes literacy as a vehicle for exploring, interrogating, challenging, finding self, talking back to power, creating a space in the world, reflecting upon the past, and thinking forward to a more joyful and democratic future.
Author: Marilyn Cochran-Smith
Publisher: Teachers College Press
ISBN: 0807759317
Category : Education
Languages : en
Pages : 241
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Book Description
"1. The book offers teacher educators and stakeholders an overview of accountability in the era of education reform and embraces teacher education accountability as a lever for reconstructing its targets, purposes, and consequences in keeping with the larger democratic project. 2. The book introduces a framework, eight dimensions of accountability, for interrogating dimensions of accountability policy and practice by revealing an accountability initiative's operation but also exposing underlying values and principles, theory of change, and relationship to larger political and policy agendas. 3. Using the authors' framework, eight dimensions of accountability, the book deconstructs four of the most visible education reform initiatives relevant to teacher educators and education stakeholders. The book proposes a rallying call to teacher educators and stakeholders to reclaim accountability using a new approach: democratic accountability in teacher education" --
Author: Paul Emerich France
Publisher: Corwin
ISBN: 154436069X
Category : Education
Languages : en
Pages : 345
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Book Description
Where exactly did personalized learning go so wrong? For teacher and consultant Paul France, at first technology-powered personalized learning seemed like a panacea. But after three years spent at a personalized learning start-up and network of microschools, he soon realized that such corporate-driven individualized learning initiatives do more harm than good, especially among our most vulnerable students. The far-superior alternative? A human-centered pedagogy that prioritizes children over technology. First, let’s be clear: Reclaiming Personalized Learning is not yet-another ed tech book. Instead it’s a user’s guide to restoring equity and humanity to our classrooms and schools through personalization. One part polemical, eleven parts practical, the book describes how to: Shape whole-class instruction, leverage small-group interactions, and nurture a student’s inner-dialogue Cultivate awareness within and among students, and build autonomy and authority Design curriculum with a flexible frame and where exactly the standards fit Humanize assessment and instruction, including the place of responsive teaching Create a sense of belonging, humanize technology integration, and effect socially just teaching and learning—all central issues in equity The truth is this: there’s no one framework, there’s no one tool that makes learning personalized–what personalized learning companies with a vested interest in profits might tempt you to believe. It’s people who personalize learning, and people not technology must be at the center of education. The time is now for all of us teachers to reclaim personalized learning, and this all-important book is our very best resource for getting started. "This is a compelling and critically important book for our time. With rich stories of teaching and learning Paul France considers ways to create the most positive learning experiences possible." - JO BOALER, Nomellini & Olivier Professor of Education, Stanford Graduate School of Education "This brilliant book is a major contribution to the re-imagination of learning and teaching for the twenty-first century and should be essential reading for new and experienced teachers alike." - TONY WAGNER, Senior Research Fellow, Learning Policy Institute "In these troubled times, this book is more than a breath of fresh air, it is a call to action. Paul gives us an accessible and sophisticated book that explains how and why we should celebrate the humanity of every single student." - JIM KNIGHT, Senior Partner of the Instructional Coaching Group (ICG) and Author of The Impact Cycle
Author: Tom Marshall
Publisher: Heinemann Educational Books
ISBN: 9780325092515
Category : Education
Languages : en
Pages : 160
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Book Description
As a principal, your days are filled with decisions. How do you keep student learning central to your work and the school's mission while managing all of the mandates and administrative work? With Reclaiming the Principalship as your road map, you will discover how to let learning guide the many decisions you make each day. Experienced administrator Tom Marshall shows you that, by establishing a learning mindset, you can rekindle the spirit of learning in your school and create an environment in which learning is simply a way of life for students, teachers, and even yourself. An environment of engaged learning, not simply compliance. In Reclaiming the Principalship, Tom targets some of the biggest current issues principals face, including scheduling, teacher evaluations, isolation, improving academic achievement, and school climate. He includes questions, checklists, templates, and examples to help you: build a professional network with other principals take on the role of instructional leader evaluate teachers honestly, constructively, and supportively build and lead the school community connect with and nurture your own learning life. Schools need leaders who have just as much love for teaching and learning as they had when they started their careers. You don't have to give up your commitment to learning, or students, or your dedication to teachers. With Tom's guidance, you can make decisions that will have a long-lasting, positive effect on the lives of the students and teachers in your school.
Author: Gordon Stobart
Publisher: Routledge
ISBN: 1134137028
Category : Education
Languages : en
Pages : 396
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Book Description
Assessment dominates our lives but its good intentions often produce negative consequences. An example that is central to this book is how current forms of assessment encourage shallow ‘for-the-test’ learning. It is true to say that as the volume of assessment increases, confidence in what it represents is diminishing. This book seeks to reclaim assessment as a constructive activity which can encourage deeper learning. To do this the purpose, and fitness-for–purpose, of assessments have to be clear. Gordon Stobart critically examines five issues that currently have high-profile status: intelligence testing learning skills accountability the ‘diploma disease’ formative assessment Stobart explains that these form the basis for the argument that we must generate assessments which, in turn, encourage deep and lifelong learning. This book raises controversial questions about current uses of assessment and provides a framework for understanding them. It will be of great interest to teaching professionals involved in further study, and to academics and researchers in the field.
Author: Heidi Andrade
Publisher: Routledge
ISBN: 1135283931
Category : Education
Languages : en
Pages : 501
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Book Description
Formative assessment has recently become a focus of renewed research as state and federal policy-makers realize that summative assessments have reached a point of diminishing returns as a tool for increasing student achievement. Consequently, supporters of large-scale testing programs are now beginning to consider the potential of formative assessments to improve student achievement. The mission of this handbook is to comprehensively profile this burgeoning field of study. Written by leading international scholars and practitioners, each chapter includes a discussion of key issues that dominate formative assessment policy and practice today, as well as those that are likely to affect research and practice in the coming years. Key features include: Comprehensive – nineteen chapters cover all aspects of formative assessment including classroom assessment, large-scale applications, technological applications, applications for special needs students, K-12 and post-secondary applications, psychometric considerations, case studies, and discussion of alternative assessment formats such as portfolios and performance assessments. Integrative – thoughtful attention is given to the integration of large-scale and classroom assessments. Practical – provides practical guidance on how to conduct formative assessments that generate credible information to guide instruction. Global – provides perspectives from leading international scholars and practitioners whose expertise spans diverse settings, student populations, and educational systems. Accessible Style – although grounded in the latest research, the book’s style and tone has been carefully crafted to make it accessible to both the textbook and professional markets. It will also be a critical reference book for researchers in teacher preparation, educational administration, and educational policy studies.
Author: J. Amos Hatch
Publisher: Rowman & Littlefield
ISBN: 1475810326
Category : Education
Languages : en
Pages : 180
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Book Description
Reclaiming the Teaching Profession gives educators (especially teachers and future teachers) and their allies a clear overview of the massive effort to dismantle public education in the United States, which includes a direct attack on teachers. The book details, and provides a systematic critique of, the shaky assumptions at the foundation of the market-based reform initiatives that dominate the contemporary education scene. It names and exposes the motives and methods of the powerful philanthropists, politicians, business moguls, and education entrepreneurs who are behind the reform movement. It provides counter narratives that public school advocates can use to talk back to those who would destroy the teaching profession and public education. It includes examples of successful acts of resistance and identifies resources for challenging reformers’ taken for granted primacy in the education debate. It concludes with strategies educators can use to “speak truth to power,” reclaim their professional status, and reshape the education landscape in ways that serve all of America’s children and preserve our democracy.
Author: Vasco D'Agnese
Publisher:
ISBN: 9781138284517
Category : Education and state
Languages : en
Pages : 0
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Book Description
PISA's Violence provides a critical analysis of the OECD's Programme for International Student Assessment (PISA). Based on an analysis of the OECD's public documents, including publications, webpages, and videos, d'Agnese argues that PISA is not just an assessment tool, but rather an all-encompassing framework that intends to govern education, schooling, living and society worldwide.
Author: Chris Watkins
Publisher: Paul Chapman Educational Publishing
ISBN: 9781412900713
Category : Education
Languages : en
Pages : 216
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Book Description
This book addresses an important and too seldom addressed issue: learning. Not teaching, not performance, not "work": this book really is about learning, what makes it effective and how it may be promoted in classrooms. Four major dimensions of promoting effective learning in classrooms are examined in depth: Active Learning, Collaborative Learning, Learner-driven Learning, Learning about Learning. The authors take the context of the classroom seriously, not only because of its effects on teachers and pupils, but because classrooms are notorious as contexts which change little. Rather than providing yet more tips, they offer real thinking and evidence based on what we know about how classrooms change. Case studies and examples from practising teachers are included as well as evidence from international research in the form of useful ideas and frameworks. Book jacket.
