A Case Study Examining Formative Assessment In A Postsecondary English Language Program

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A Case Study Examining Formative Assessment in a Postsecondary English Language Program

Author : Divya Varier
Publisher :
ISBN 13 :
Total Pages : 482 pages
Book Rating : 4.:/5 (934 download)

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Book Synopsis A Case Study Examining Formative Assessment in a Postsecondary English Language Program by : Divya Varier

Download or read book A Case Study Examining Formative Assessment in a Postsecondary English Language Program written by Divya Varier and published by . This book was released on 2015 with total page 482 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the formative assessment practices of three teachers in English as a Second Language (ESL) classrooms using a sociocultural theoretical framework. The study was conducted in a postsecondary ESL setting at a large public university in the southeastern United States. Using an embedded mixed methods design, this study employed teacher interviews and classroom observations to address the overarching question: What individual and contextual factors are present in the formative assessment practices of participant ESL teachers? The study also explored the relationship between student metacognitive judgments of learning (JOL) and performance with the purpose of informing formative assessment practice. To this end, 51 students responded to pre and post surveys on their metacognitive beliefs and judgments of learning questionnaires prior to three unit tests. Summary reports of students' JOL were provided to teachers for their review and use. Findings showed teachers in this ESL setting engaged in a variety of formative assessment techniques; successful implementation of their techniques were influenced by their instructional style and student attributes like attendance, class participation, and students' academic or educational experiences. Findings also indicated the central role of assessments in this context that provided ample opportunity for formative assessment. Overall, findings point to the value of using a sociocultural theoretical lens to examine the nature of factors affecting teachers' formative assessment practice. With regard to the use of metacognitive judgments of learning in formative assessment, findings showed a mixed relationship between student JOL and performance, and there was no change in students' metacognitive beliefs about writing over the duration of the semester. Although teachers did not use the JOL information in their instruction, they attributed inaccuracies in judgments to students' achievement level. These findings are limited by implementation issues and sample size. Further study is needed to understand the nature of postsecondary ESL students' JOL in authentic assessment situations and their applicability in the formative assessment process.

English Language Arts Formative Assessments

Author : David Brian Costa
Publisher :
ISBN 13 :
Total Pages : 129 pages
Book Rating : 4.:/5 (872 download)

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Book Synopsis English Language Arts Formative Assessments by : David Brian Costa

Download or read book English Language Arts Formative Assessments written by David Brian Costa and published by . This book was released on 2012 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined how school leaders--teachers and administrators-at a high poverty middle school utilized formative assessment information to drive instructional improvement and increase achievement. The purpose of this study was to increase school participants' knowledge and effective application of formative assessment systems. By determining from the participant principal and teacher leaders what they do to support teachers using formative assessment systems in language arts and by synthesizing the research literature of assessment systems, an action research team of thirteen co-created a formative assessment system that met the particular needs of the site's language arts department. Data collected through preliminary interviews, participant reflections, a review of documents, and post-interviews provided evidence that specific leadership actions led to an improved assessment practices. Teacher participants and the principal exhibited specific leadership actions that advanced improvement in assessment practices and in turn this led to instructional improvement. The leaders shared curricular expertise and instructional materials. Furthermore, the principal communicated a clear expectation for growth and accountability, and the principal articulated a clear vision and mission. The barriers to implementing best assessment practices included minimal time, resources, minimal collaboration, and curricular experience. Again, several leaders assuaged these barriers by sharing resources, content expertise, and pedagogical knowledge. Teacher leaders worked to improve collaboration, and as a result teachers were able to improve assessment practices. Completing two plan, do, check, and act, action research cycles provided for a greater likelihood of sustained change. Significant implications exist in terms of the study's findings. High poverty schools must continue to utilize assessment results to target students and the particular standards that are most challenging. Teachers must be part of the instructional decision-making process. The findings also offer significant implications for education reform. If policy advocates continue to push for teachers to be evaluated utilizing assessment results, districts must build this capacity in teachers to use results to inform their instruction.

Exploring Learning & Teaching in Higher Education

Author : Mang Li
Publisher : Springer
ISBN 13 : 3642553524
Total Pages : 413 pages
Book Rating : 4.6/5 (425 download)

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Book Synopsis Exploring Learning & Teaching in Higher Education by : Mang Li

Download or read book Exploring Learning & Teaching in Higher Education written by Mang Li and published by Springer. This book was released on 2014-09-24 with total page 413 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this book is on exploring effective strategies in higher education that promote meaningful learning and go beyond discipline boundaries, with a special emphasis on Subjectivity Learning, Refreshing Lecturing, Learning through Construction, Learning through Transaction, Transformative Learning, Using Technology, and Assessment for Learning and Teaching in particular. The research collected in this book is all based on empirical studies and includes research methods and findings that will be of great interest to teachers and researchers in the area of higher education. The main benefit readers will derive from this book is a meaningful insight into what other teachers around the world are doing in higher education and what lessons they have learned, which will support them in their own teaching.

EFL Teachers' Beliefs and Practices about Classroom Assessment

Author : Shaima Mahmood Dashti
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (136 download)

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Book Synopsis EFL Teachers' Beliefs and Practices about Classroom Assessment by : Shaima Mahmood Dashti

Download or read book EFL Teachers' Beliefs and Practices about Classroom Assessment written by Shaima Mahmood Dashti and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Classroom language assessment is a recent topic of interest in education research. Yet, few studies have examined teachers beliefs concerning language classroom assessment or the relationship between teachers assessment practices and their beliefs. In addition, little research has situated classroom assessment in a specific theoretical approach, especially in the postsecondary English as a foreign language (EFL) context. In this study I investigated the beliefs and practices of EFL teachers regarding classroom assessment, using a social constructivist approach to examine the way contextual factors influence those teachers assessment beliefs and practices (Shepard, 2000). I also investigated how teachers assessment practices and beliefs differ between general English (GE) and English-for-specific-purposes (ESP) courses. This study adopted a multiple-case design using qualitative methods conducted in three data collection stages: I started by exploring teachers assessment beliefs and practices through initial interviews. I then investigated teachers assessment practices through classroom observations and document collection. Finally, I conducted post-observation interviews about the teachers assessment beliefs and practices. Participants included seven EFL teachers teaching GE and ESP courses at a post-secondary institution in Kuwait. I analyzed the data using an inductive approach by analyzing each case individually as well as identifying themes emerging from the analyses. Results showed that although teachers believed in the effectiveness of classroom assessment and implemented a variety of assessments in the classroom, they only considered summative assessment as a valid means for student evaluation. Most teachers did not identify their practices as formative assessments but considered them part of their teaching practices. The findings also revealed that various contextual factors influence teachers assessment beliefs and practices. Those factors include the teachers educational background and teaching experience, their beliefs about students L2 proficiency level, the local culture, the classroom physical setting, and the assessment policies. Results also showed that teachers assessment practices did not appear to differ greatly between GE and ESP courses. This study has implications for teachers and policy makers on how to improve assessment practices by encouraging teachers to join, and policy makers to offer, professional development programs that focus on classroom assessment. Recommendations for future research are also discussed.

Funds of Knowledge

Author : Norma Gonzalez
Publisher : Routledge
ISBN 13 : 1135614059
Total Pages : 332 pages
Book Rating : 4.1/5 (356 download)

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Book Synopsis Funds of Knowledge by : Norma Gonzalez

Download or read book Funds of Knowledge written by Norma Gonzalez and published by Routledge. This book was released on 2006-04-21 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.

Formative Assessment Practices in a Linguistically and Culturally Diverse Elementary Classroom

Author : Xuexue Yang
Publisher :
ISBN 13 :
Total Pages : 177 pages
Book Rating : 4.5/5 (55 download)

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Book Synopsis Formative Assessment Practices in a Linguistically and Culturally Diverse Elementary Classroom by : Xuexue Yang

Download or read book Formative Assessment Practices in a Linguistically and Culturally Diverse Elementary Classroom written by Xuexue Yang and published by . This book was released on 2021 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: The increased numbers of emergent bilinguals (EBs) in mainstream classrooms demand that teachers employ high leverage practices for all students. One powerful teaching practice that holds promise for supporting all students is formative assessment. However, little attention has been given to the connection between teachers' assessment expertise, formative assessment practices, and supporting all student learning. Drawing on formative assessment from a sociocultural perspective and Lyon's (2013a) Conceptualization Framework of Teacher's Assessment Expertise, this qualitative study adopts a single case study design (Yin, 2003), examining an elementary teacher's daily formative assessment practices in her fifth-grade mathematics classrooms. This study aims to uncover the nature of formative assessment practices in classrooms, the teacher's beliefs about challenges that EBs may encounter, her corresponding support to EBs, as well as the alignment between the teachers' beliefs, formative assessment practices, and EBs' perception of their learning needs. Multiple data sources were collected: classroom observations, interviews with the teacher (i.e., Mrs. G) with EBs, and artifacts. Findings in this study are organized based on research questions. The first findings chapter focuses on the nature of Mrs. G's formative assessment practices. Findings revealed that discourse is an essential part of formative assessment practices in Mrs. G's math class. During the enactment of discursive formative assessment, Mrs. G places great value on having a classroom culture that prioritizes student ideas. Two practices emerged as she enacted discursive formative assessment: (1) communicating and clarifying learning targets and (2) eliciting and responding to student ideas. Yet, there seemed a large range regarding how Mrs. G presented learning targets and elicited student thinking. The first findings chapter illustrates the relationships between the higher and lower level of formative assessment practices, and how these practices align with Mrs. G's value on creating the classroom culture that foregrounds students' ideas.The second findings chapter is organized to answer the second set of research questions. Findings revealed instances of both alignment and misalignment among Mrs. G's formative assessment practices, beliefs, and EBs' perception of their learning needs. There are three emerging themes as to the construct of alignment: (1) alignment between Mrs. G's beliefs of discourse in formative assessment and EBs' perceptions; (2) alignment of Mrs. G's beliefs and practices on scaffolding for EBs and EBs' perceptions; and (3) alignment between Mrs. G's beliefs of the barriers that EBs may encounter and EBs' perceptions. Concerning the pattern of misalignment among Mrs. G's formative assessment practices, beliefs, and EB's perceptions, there are two emerging themes: (1) misalignment between supports that Mrs. G felt she provided to EBs and her actual implementation; (2) a tension between Mrs. G's beliefs of instruction for all students and EBs' needs in differentiation. Instances of the alignment and misalignment are presented.Drawing on findings in this study, I discuss six themes and claims that I find significant and connected to researchers and educators who are interested in formative assessment and working with EBs. This study can add to conversations on the implementation of formative assessment within linguistically and culturally diverse classrooms and best practices for EBs.

Formative Assessment in English Language Education in Local Primary Schools

Author : Pik-Yee Lo
Publisher : Open Dissertation Press
ISBN 13 : 9781361449417
Total Pages : pages
Book Rating : 4.4/5 (494 download)

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Book Synopsis Formative Assessment in English Language Education in Local Primary Schools by : Pik-Yee Lo

Download or read book Formative Assessment in English Language Education in Local Primary Schools written by Pik-Yee Lo and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Formative Assessment in English Language Education in Local Primary Schools" by Pik-yee, Lo, 盧碧儀, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: ABSTRACT The purpose of this research is to study the implementation of formative assessment in English language education in local primary schools. A qualitative research paradigm with a case study approach was adopted. Data were collected through documentary analysis and semi-structured interviews. Fullan's Factor Framework (2001) has been used to recognize possible factors in influencing the implementation of formative assessment. The analysis of assessment with 'genuine formative' was interpreted and analyzed from a synthesized perspective of Black and Wiliam (1998), Knight and Yorke (2003) and McMillan (2006). Most informants of this research study had positive attitudes towards formative assessment, yet a gap among some teachers on their understandings was revealed in three areas, namely nature, purposes and essential contextual formative elements involved. Need for curriculum change, clarity, complexity and practicability of the innovation, support from the principal, beliefs and experience of teachers, and understandings of parents were all found to be important factors in affecting successful implementation. Contextual formative elements included having positive assessment culture, maintaining learners' involvement, obtaining feedback from teachers, establishing common goals and using varied teaching approaches were noted significant in implementing assessment with 'genuine formative' in nature. Implications on paradigm shift in assessment and the provision of school culture were conveyed in view of the curriculum change. The understandings on how English teachers view towards formative assessment and factors behind the implementation may provide useful reference for future development and evaluation in using formative assessment in English subject. ix DOI: 10.5353/th_b3736565 Subjects: Educational tests and measurements - China - Hong Kong English language - Study and teaching (Elementary) - China - Hong Kong

SCHOOL PROFESSIONALS' PERCEPTIONS OF FORMATIVE ASSESSMENT AS RELATED TO STUDENT ACHIEVEMENT.

Author : William Hill
Publisher :
ISBN 13 :
Total Pages : 222 pages
Book Rating : 4.:/5 (92 download)

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Book Synopsis SCHOOL PROFESSIONALS' PERCEPTIONS OF FORMATIVE ASSESSMENT AS RELATED TO STUDENT ACHIEVEMENT. by : William Hill

Download or read book SCHOOL PROFESSIONALS' PERCEPTIONS OF FORMATIVE ASSESSMENT AS RELATED TO STUDENT ACHIEVEMENT. written by William Hill and published by . This book was released on 2014 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined potential relationships between North Carolina school professionals' perceptions of formative assessment and district-level EOG, EOC, and AYP proficiencies. There were three primary areas of interest for the study as follows: 1. Analyze North Carolina school professionals' perceptions toward formative assessment after completing online learning modules that define formative assessment and identify formative assessment practices. 2. Use pre-existing survey data to identify potential district-level clusters based on perceptions toward formative assessment. 3. Investigate district-level clusters for potential relationships with district EOG, EOC, and AYP academic proficiencies. A literature review on formative assessment as a school improvement strategy was performed. Quantitative research methodologies were utilized to describe the perceptions of formative assessment in a sample of North Carolina school district professionals and tested for any statistically significant relationships to EOG, EOC, and AYP proficiencies. The findings provided preliminary data on the perceptions of formative assessment in North Carolina school districts. Each district was able to be statically placed in a cluster and then evaluated for relationships with student and district proficiencies. It was found that differences between clusters were statistically significant; however, the parametric statistic was extremely sensitive to the large sample size of the study. Due to the small differences and the large sample sizes, it was determined that the differences were practically insignificant. The findings indicate the lack of a dominant perception about formative assessment and may suggest North Carolina education professionals are unsure or unaware of formative assessment implementation. A major implication from the study that is relevant to state educational policymakers and school leaders is the importance of communicating a clear, coherent formative assessment implementation plan consistent with the purpose. Over time, future research studies on the perceptions of formative assessments may build a more comprehensive picture of school professionals' perceptions of formative assessment and how they affect school improvement in North Carolina. Such research could include qualitative inclusive case studies focusing on specific districts that have a cohesive perception of formative assessment. This work could also include a methodological component that quantifies the relationship between perceptions of formative assessment and student proficiencies.

Trends & Issues in Postsecondary English Studies, 2000 Edition

Author : National Council of Teachers of English, Urbana, IL.
Publisher :
ISBN 13 :
Total Pages : 276 pages
Book Rating : 4.3/5 (91 download)

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Book Synopsis Trends & Issues in Postsecondary English Studies, 2000 Edition by : National Council of Teachers of English, Urbana, IL.

Download or read book Trends & Issues in Postsecondary English Studies, 2000 Edition written by National Council of Teachers of English, Urbana, IL. and published by . This book was released on 2000 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: This publication contains journal essays and book chapters (from publications of the National Council of Teachers of English) concerning trends and issues in postsecondary English studies. The publication's first section, "Race/Class/Gender Positions," contains the following articles: (1) "On the Rhetoric and Precedents of Racism" (Victor Villanueva); (2) "Feminism in Composition: Inclusion, Metonymy, and Disruption" (Joy Ritchie and Kathleen Boardman); (3) "Class Ethos and the Politics of Inquiry: What the Barroom Can Teach Us about the Classroom" (Julie Lindquist); and (4) "History in the Spaces Left: African American Presence and Narratives of Composition Studies" (Jacqueline Jones Royster and Jean C. Williams). Articles in the second section, "Assessment," are: (5) "Looking Back as We Look Forward: Historicizing Writing Assessment" (Kathleen Blake Yancey); (6) "Views from the Underside: Proficiency Portfolios in First-Year Composition" (Alexis Nelson); (7) "Whose Portfolio Is It Anyway? Dilemmas of Professional Portfolio Building" (Sue Ruskin-Mayher); and (8) "Inside the Portfolio Experience: The Student's Perspective" (C. Beth Burch). Articles in the third section, "Technology," are: (9) "Distant Voices: Teaching and Writing in a Culture of Technology" (Chris M. Anson); (10) "Technology and Literacy: A Story about the Perils of Not Paying Attention" (Cynthia L. Selfe); (11) "The Shared Discourse of the Networked Computer Classroom" (L. Lennie Irvin); and (12) "The Craft of Teaching and the World Wide Web: A Reference Essay for Educators" (Kevin M. Leander). (SR)

Practices and Literacy Ideologies of Post-secondary First-year English Composition Instructors Teaching Long-term English Learners

Download Practices and Literacy Ideologies of Post-secondary First-year English Composition Instructors Teaching Long-term English Learners PDF Online Free

Author : Elizabeth Anna Gambardella
Publisher :
ISBN 13 :
Total Pages : 286 pages
Book Rating : 4.:/5 (14 download)

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Book Synopsis Practices and Literacy Ideologies of Post-secondary First-year English Composition Instructors Teaching Long-term English Learners by : Elizabeth Anna Gambardella

Download or read book Practices and Literacy Ideologies of Post-secondary First-year English Composition Instructors Teaching Long-term English Learners written by Elizabeth Anna Gambardella and published by . This book was released on 2017 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative single-case study examined the experiences of a post-secondary first-year English composition instructor teaching long-term English learners at an urban, public university in the northeast United States by exploring the instructor's literacy ideologies and the effects of those ideologies on the instructional practices of the instructor within the English learners' classroom. The study used in-depth phenomenological interviews, classroom observations, a student diversity survey, and artifacts to achieve its purpose. The results of this study support three thematic findings: (a) Although the instructor was unsure as to what qualifies students to be classified as English learners, she teaches them in the same way she does native English-speaking students; (b) The instructor felt that her job was to help students learn "the game" of how to write academic text; and (c) The instructor used a variety of instructional practices but lacked professional training and resources.

"This Is Us": An Examination of An Academic Writing Intervention Course for Long-term English Learners

Author : Valerie M. Ilizaliturri
Publisher :
ISBN 13 :
Total Pages : 136 pages
Book Rating : 4.:/5 (114 download)

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Book Synopsis "This Is Us": An Examination of An Academic Writing Intervention Course for Long-term English Learners by : Valerie M. Ilizaliturri

Download or read book "This Is Us": An Examination of An Academic Writing Intervention Course for Long-term English Learners written by Valerie M. Ilizaliturri and published by . This book was released on 2019 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: Long-term English language learners are a growing population across the country who have historically struggled to successfully move beyond the label of an English language learner. Academic writing is an important skill to focus on and teach to long term English language learners to support them in the classroom and prepare them to be college and career ready. The purpose of this study was to examine the implementation of an intervention course to improve the academic literacy skills of long-term English language learners. The intervention course for long-term English language learners was the focus of a holistic case study using narrative methods. There were five participants: an English language learner coordinator, an intervention teacher, and three students enrolled in the course. The study found that it was important to understand students' needs, to rebuild students' confidence in their writing, to scaffold the writing process for success, and to provide appropriate resources. These findings highlight the importance of teachers' awareness and understanding of students' prior school experiences, relevant curriculum, and effective professional development.

Resources in Education

Author :
Publisher :
ISBN 13 :
Total Pages : 760 pages
Book Rating : 4.U/5 (183 download)

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Book Synopsis Resources in Education by :

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Evolving Disciplinary Cultures of EAP and Developmental English Under the College Completion Agenda

Author : Susan Jean Bleyle
Publisher :
ISBN 13 :
Total Pages : 506 pages
Book Rating : 4.:/5 (19 download)

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Book Synopsis Evolving Disciplinary Cultures of EAP and Developmental English Under the College Completion Agenda by : Susan Jean Bleyle

Download or read book Evolving Disciplinary Cultures of EAP and Developmental English Under the College Completion Agenda written by Susan Jean Bleyle and published by . This book was released on 2018 with total page 506 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is a multiple case study examining two distinct paths, developmental English and English for Academic Purposes, for language minority students' academic literacy development at a four-year, access, public college in the Southeastern United States. It is also an examination of the impact on these programs and students of state-wide policy changes on developmental education, which stem from a national college completion reform movement. Study data included interviews with students, faculty, and administrators, relevant documents and course artifacts, classroom observations, and some limited quantitative data regarding both programs. The study identified varied disciplinary cultures that have shaped two different cultures of writing. Using a Communities of Practice framework, the programs were found to consist of distinct joint enterprises, with differing levels of mutuality among student and faculty community members, and to have developed a unique set of shared repertoires within each program, all of which had a profound impact on the learning opportunities available to language minority students. The study also found that statewide policy changes were being put into effect to further truncate the developmental program and eliminate the EAP option, mandating that all entering freshmen, even those still acquiring English, embark on their gateway, college-level English class in their first year. These changes were implemented with little to no input from L2 professionals or, indeed, from L2 students themselves. The impact of these changes for language minority students' language and literacy development is discussed from a critical language policy perspective.

Improving Education for Multilingual and English Learner Students

Author :
Publisher :
ISBN 13 : 9780801118074
Total Pages : pages
Book Rating : 4.1/5 (18 download)

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Book Synopsis Improving Education for Multilingual and English Learner Students by :

Download or read book Improving Education for Multilingual and English Learner Students written by and published by . This book was released on 2020-11 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Research in Education

Author :
Publisher :
ISBN 13 :
Total Pages : 1280 pages
Book Rating : 4.3/5 (91 download)

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Book Synopsis Research in Education by :

Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1280 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Dissertation Abstracts International

Author :
Publisher :
ISBN 13 :
Total Pages : 576 pages
Book Rating : 4.F/5 ( download)

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Book Synopsis Dissertation Abstracts International by :

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-07 with total page 576 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Success for Every Student

Author : Michele Pollnow
Publisher : Rowman & Littlefield
ISBN 13 : 1475835647
Total Pages : 173 pages
Book Rating : 4.4/5 (758 download)

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Book Synopsis Success for Every Student by : Michele Pollnow

Download or read book Success for Every Student written by Michele Pollnow and published by Rowman & Littlefield. This book was released on 2017-08-03 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: Success for Every Student: A Guide to Teaching and Learning contains research and evidence based classroom practices that maximize learning for all students. Throughout the book the authors deliver a common sense approach to proven teaching strategies that help learners reach their potential. Ultimately, it is the teacher behaviors that have the greatest impact on student behaviors. Success for Every Student is packed full of tools and tips in everything from classroom management to formative assessment that give busy teachers what they need to become more efficient and effective professionals in their classrooms and schools. At the end of each chapter are real life scenarios for readers to reflect and think about what they would do given the situation. As a bonus, the book has a companion website that provides more tools and covers current topics in the education news. This practical book provides sound suggestions and guidance to help create a culture of learning in classrooms and schools where high expectations are the norm and there is an opportunity of success for every student.