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"Introducing a spelling test to a student by saying, 'Let's see how many words you know,' is different from saying, 'Let's see how many words you know already.
"Introducing a spelling test to a student by saying, 'Let's see how many words you know,' is different from saying, 'Let's see how many words you know already.
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Autorenporträt
Peter H. Johnston (Ph.D. University of Illinois) is Professor of Education and Chair of the Reading Department at State University of New York at Albany. His position as an advocate for teachers and children developed from his early career teaching primary school in his native New Zealand. He is a recipient of the Albert J. Harris Award for his contribution to the understanding of reading disability and was chair of the IRA/NCTE Joint Task Force on Assessment. His many publications include Knowing Literacy: Constructive Literacy Assessment (Stenhouse 1997) and Running Records: A Self-Tutoring Guide (Stenhouse 2000). Peter's continuing interest is in literacy assessment as it relates to democratic society.
Inhaltsangabe
Chapter 1: Choosing Words, Choosing Worlds Chapter 2: Learning Worlds: People, Performing, and Learning Chapter 3: Changing Learning Narratives Chapter 4: "Good Job!" Feedback, Praise, and Other Responses Chapter 5: Any Other Ways to Think About That? Inquiry, Dialogue, Uncertainty, and Difference Chapter 6: Social Imagination Chapter 7: Moral Agency: Moral Development and Civic Engagement Chapter 8: Thinking Together, Working Together Chapter 9: Choice Worlds
Chapter 1: Choosing Words, Choosing Worlds Chapter 2: Learning Worlds: People, Performing, and Learning Chapter 3: Changing Learning Narratives Chapter 4: "Good Job!" Feedback, Praise, and Other Responses Chapter 5: Any Other Ways to Think About That? Inquiry, Dialogue, Uncertainty, and Difference Chapter 6: Social Imagination Chapter 7: Moral Agency: Moral Development and Civic Engagement Chapter 8: Thinking Together, Working Together Chapter 9: Choice Worlds
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