This book discusses the interwoven themes of teacher learning and classroom assessment, highlighting the complexity and intricacy of these processes in a range of very different classroom contexts. The case studies demonstrate how classroom assessment is needed for teachers to learn about teaching and for them to be able to grow professionally and improve student learning. Although this volume is mainly situated in the unique and varied contexts of the Asia-Pacific region, it addresses the key issues of quality teaching, assessment, and accountability in a global context.
This book discusses the interwoven themes of teacher learning and classroom assessment, highlighting the complexity and intricacy of these processes in a range of very different classroom contexts. The case studies demonstrate how classroom assessment is needed for teachers to learn about teaching and for them to be able to grow professionally and improve student learning. Although this volume is mainly situated in the unique and varied contexts of the Asia-Pacific region, it addresses the key issues of quality teaching, assessment, and accountability in a global context.
Dr Jiang Heng is an assistant professor at the National Institute of Education, Nanyang Technological University, Singapore. Her expertise includes teacher learning, curriculum studies, and comparative education. She has published in peer-reviewed academic journals such the Journal of Teacher Education, and Intercultural Education, and delivered presentations at international conferences. She has led and co-led several funded research projects on teacher learning in Singapore. Her most recent book is "Learning to Teach with Assessment: A Student Teaching Experience in China" published by Springer. Dr Mary F. Hill is an associate professor at the Faculty of Education and Social Work at the University of Auckland, New Zealand. Her research interests span teachers' assessment practices and teacher professional learning. She teaches the Practitioner Research Methods postgraduate course at the Faculty and has supervised numerous masters' and doctoral students' theses projects. Maryhas led several funded research programmes, including a recent national project investigating pre-service teacher assessment learning.
Inhaltsangabe
Chapter 1 Introduction: Teacher Learning and Classroom Assessment.- Chapter 2 Classroom Assessment Practices and Teacher learning: An Australian Perspective.- Chapter 3 Nauruan Perspectives of Assessment Learning through Assessment Use.- Chapter 4 Developing Assessment-capable Teachers through Engagement in Assessment for Learning (AfL): A New Zealand Study.- Chapter 5 Teachers' Understanding Implementing and Reflecting upon Classroom Assessment in Primary and Junior High Schools of China.- Chapter 6 Teacher Learning of Portfolio Assessment Practices: Testimonies of Two Writing Teachers.- Chapter 7 Integrating Assessment into Classroom Instruction to Create Zones of Development for Teachers and Learners: Some Perspectives from India.- Chapter 8 Teacher Learning from Classroom Assessment in Japan: Responsive and Emergent Classroom Assessment in Lesson Study.- Chapter 9 Professional Learning of Classroom Assessment in Singapore: Understanding Epistemic and Cultural Mediations of Practices through the Case of Pei Pei.- Chapter 10 Challenges and Opportunities in Implementing Formative Assessment in the Classroom: A Dutch Perspective.- Chapter 11 Curriculum and Policy Reform Impacts on Teachers' Assessment Learning: A South African Perspective.- Chapter 12 Classroom Assessment for Teacher Learning and Student Learning.
Chapter 1 Introduction: Teacher Learning and Classroom Assessment.- Chapter 2 Classroom Assessment Practices and Teacher learning: An Australian Perspective.- Chapter 3 Nauruan Perspectives of Assessment Learning through Assessment Use.- Chapter 4 Developing Assessment-capable Teachers through Engagement in Assessment for Learning (AfL): A New Zealand Study.- Chapter 5 Teachers' Understanding Implementing and Reflecting upon Classroom Assessment in Primary and Junior High Schools of China.- Chapter 6 Teacher Learning of Portfolio Assessment Practices: Testimonies of Two Writing Teachers.- Chapter 7 Integrating Assessment into Classroom Instruction to Create Zones of Development for Teachers and Learners: Some Perspectives from India.- Chapter 8 Teacher Learning from Classroom Assessment in Japan: Responsive and Emergent Classroom Assessment in Lesson Study.- Chapter 9 Professional Learning of Classroom Assessment in Singapore: Understanding Epistemic and Cultural Mediations of Practices through the Case of Pei Pei.- Chapter 10 Challenges and Opportunities in Implementing Formative Assessment in the Classroom: A Dutch Perspective.- Chapter 11 Curriculum and Policy Reform Impacts on Teachers' Assessment Learning: A South African Perspective.- Chapter 12 Classroom Assessment for Teacher Learning and Student Learning.
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