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  • Produktbild: de-testing and de-grading schools
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Band 492

de-testing and de-grading schools Authentic Alternatives to Accountability and Standardization

Aus der Reihe Counterpoints

47,05 €

inkl. gesetzl. MwSt., Versandkostenfrei

Beschreibung

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

24.02.2016

Herausgeber

Joe Bower + weitere

Verlag

Peter Lang Publishing Inc. New York

Seitenzahl

308

Maße (L/B/H)

22,5/15/1,8 cm

Gewicht

430 g

Auflage

1

Sprache

Englisch

ISBN

978-1-4331-3058-8

Beschreibung

Portrait

Joe Bower was a teacher in Red Deer, Alberta, Canada. He spent ten years teaching grade eight language arts and science in a middle school, and then served as a special education teacher in a childrens psychiatric assessment unit. P. L. Thomas, Professor of Education (Furman University, Greenville, South Carolina), taught high school English in rural South Carolina before moving to teacher education. He is currently a column editor for English Journal (National Council of Teachers of English) and series editor for Critical Literacy Teaching Series: Challenging Authors and Genres.

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

24.02.2016

Herausgeber

Verlag

Peter Lang Publishing Inc. New York

Seitenzahl

308

Maße (L/B/H)

22,5/15/1,8 cm

Gewicht

430 g

Auflage

1

Sprache

Englisch

ISBN

978-1-4331-3058-8

EU-Ansprechpartner

Kolibri 360 GmbH
Ettore-Bugatti-Straße 6-14
51149 Köln
DE
produktsicherheit@kolibri360.de

Herstelleradresse

Peter Lang
Avenue du Théâtre 7
1005 Lausanne
CH
orders@peterlang.com

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  • Produktbild: de-testing and de-grading schools
  • Produktbild: de-testing and de-grading schools
  • Contents: Rick Wormeli: An Unexamined Pedagogy Harms Lisa Guisbond/Monty Neill/Bob Schaeffer: NCLBs Lost Decade for Educational Progress: What Can We Learn from This Policy Failure? Fernando F. Padr/ Michael F. Hawke/Laurie M. Hawke: Assessment and Quality: Policy-Steering and the Making of a Deus ex Machina Anthony Cody: Technocratic Groupthink Inflates the Testing Bubble Lawrence Baines/Rhonda Goolsby-Smith: Americas Obsessive-Assessment Disorder Julie A. Gorlewski/David A. Gorlewski: Solidarity and Critical Dialogue: Interrupting the Degradation of Teacher Preparation Morna McDermott: Feeding the World = Reading the World: Let Them Eat Tests Richard Mora: Bubble in B for Boredom Brian R. Beabout/Andre M. Perry: Reconciling Student Outcomes and Community Self-Reliance in Modern School Reform Contexts David L. Bolton/John M. Elmore: The Role of Assessment in Empowering/Disempowering Students in the Critical Pedagogy Classroom Christian Z. Goering: How Long Does This Have to Be?: Confronting the Standardization of Writing Instruction with Teachers in National Writing Project Invitational Summer Institutes Joe Bower: Telling Time with a Broken Clock: Moving Beyond Standardized Testing John L. Hoben: The Grading Mousetrap: Narcissism, Abjection, and the Politics of Self-Harm Arnold Dodge/Ruth Powers Silverberg/Katie Zahedi: Leadership Denied: Principal as Compliance Officer Hadley J. Ferguson: Journey into Ungrading Jennifer Magee/Mark Dziedzic: An Oath to Stop Degrading Students: A Story of De-grading an Elementary Classroom P. L. Thomas: De-grading Writing Instruction: Closing the Considerable Gap Brian Rhode: One Week, Many Thoughts Lisa William-White: Striving Toward Authentic Teaching for Social Justice: Additional Considerations P. L. Thomas: Yes, to Be Clear, I Am Anti-testing, Anti-grading.