{"title":"Education: examinations and assessment Books","description":"","products":[{"product_id":"missing-the-mark-why-so-many-school-exam-grades-are-wrong-and-how-to-get-results-we-can-trust-9781912454990","title":"Missing the Mark: Why So Many School Exam Grades","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eUNCOVERED: 1 in 4 EXAM GRADES IS WRONG\u003c\/b\u003e\u003cbr\u003e \u003cbr\u003e'\u003cb\u003eAn important contribution to our thinking\u003c\/b\u003e.’ – \u003ci\u003eSixth Form Colleges Association\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e\u003ci\u003e\u003cb\u003e'An uncomfortable but important read.’\u003c\/b\u003e – Headmasters’ and Headmistresses’ Conference\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e\u003ci\u003e\u003cb\u003e'Everyone in UK education should reflect upon the problems identified in this powerful book'\u003c\/b\u003e – Higher Education Policy Institute\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003eEvery summer one million GCSE and A-Level candidates receive results that define their school years and set them up for their life. But those results are gravely unreliable.\u003cbr\u003e \u003cbr\u003eIn fact, about one grade in four in England is WRONG. That is 1.5 million grades every year.\u003cbr\u003e \u003cbr\u003eAn A-Level grade B might have been an A, or even a C, had a different examiner marked the script. Similarly, a GCSE grade 7 might have received a grade 8 or a 6. \u003cbr\u003e \u003cbr\u003eFor a decade, young people and their friends and families have been unable to grasp the full extent of this randomness. Now, in this definitive and easy to follow book, Dennis Sherwood explains why so many pupils receive final grades that don’t do them justice. And he suggests ways to regain trust, which apply to essay-based exams throughout the world.\u003cbr\u003e \u003cbr\u003e\u003cb\u003eReviews\u003c\/b\u003e\u003cbr\u003e \u003cbr\u003e‘Know an A Level student who you were absolutely sure should nail an A* but ended up with a B? Well, they probably should have got that A* but were a victim of this scandal. Sherwood’s work changed my outlook. Let him change yours too.’ – \u003ci\u003eRobert Campbell, former Chief Executive, Morris Education Trust\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘Dennis has been challenging our thinking about assessment and the awarding of grades for many years, combining detailed research with an engaging manner and clear explanations... this is an important contribution to our thinking.’ – \u003ci\u003eBill Watkin, Chief Executive, Sixth Form Colleges Association\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘Dennis Sherwood asks the questions about exam grades that no one really wants to answer. His analysis suggests that much of what we think we know about school exams is based at best on wishful thinking and at worst on wilful misrepresentation of statistics. But he also has some positive suggestions for improvement. Missing the Mark is an uncomfortable but important read.’ – \u003ci\u003eMelvyn Roffe, Chair, Headmasters’ and Headmistresses’ Conference\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘Missing a grade can result in university or college applications being rejected. Dennis Sherwood asks the $64,000 question: ‘Are grades reliable enough for the purposes they are supposed to serve?’ This book presents an insightful analysis of this important matter, including the rules introduced in 2016 to reduce the number of appeals, the controversial grading processes in 2020 and 2021 when exams were cancelled, why ‘real’ grades are so unreliable, and some solutions too.’ – \u003ci\u003eHuy Duong, parent\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘Everyone in UK education should reflect upon the problems identified in this powerful book – and then decide what to do about them.’ – \u003ci\u003eNick Hillman, Director, Higher Education Policy Institute\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003eAnyone with an interest in how examinations are assessed, from those in government, regulators, schools, colleges, universities to employers, teachers, parents and students, should read Dennis Sherwood's incisive analysis. His conclusions will have a profound impact on our idea of the accuracy, reliability and fairness of examinations.\u003ci\u003e – Mike Larkin, Emeritus Professor Queen's University of Belfast and Total Equality For Students\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘Dennis provides a clear, step-by-step outline of what is going so terribly wrong and the easy ways to remedy this.’ \u003ci\u003e– Ollie Green, A-level student\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e\u003cb\u003eAbout the author\u003c\/b\u003e\u003cbr\u003e \u003cbr\u003eDennis Sherwood is a management consultant with experience of solving complex problems. He has a Physics Masters from the University of Cambridge, an MPhil in Molecular Biophysics and Biochemistry from Yale University and a PhD in biology from the University of California in San Diego. After being a consulting partner at Deloitte Haskins + Sells, and Coopers \u0026amp; Lybrand, he became an executive director at Goldman Sachs. He now runs his own business, The Silver Bullet Machine Manufacturing Company Limited, specialising in organisational creativity and innovation. He is author of 14 books.\u003cbr\u003e \u003cbr\u003e\u003cb\u003eExtract - Foreword\u003c\/b\u003e\u003cbr\u003e \u003cbr\u003eGold standard! Well, maybe not! For many years England’s GCSE and A-level qualifications have enjoyed an international reputation as world-leading. They have frequently been cited as ‘gold standard’ examinations. In this book Dennis Sherwood applies forensic analysis, in an accessible format, to one aspect of those qualifications – the grades awarded to each student on results day. His expert commentary leaves us in no doubt that the architecture of reliability is nothing more than a fancy façade on a house that’s built on sand.\u003cbr\u003e \u003cbr\u003eThis is not a book about whether examinations are the best way to assess authentic learning. That’s a different debate, although there’s evidence here that excessive reliance on end-of-course examinations exacerbates the great grading scandal.\u003cbr\u003e \u003cbr\u003eThis is also not a book about whether the content of our examination-driven school and college curriculum is well-designed, fit for purpose or sufficiently visionary for the future needs of students. That too is a long overdue discussion which should inform public policy, but Dennis retains his focus on one pressing issue. Are the grades awarded to students at the end of the examination process a reliable indicator of their performance and ability? Can those grades be trusted to determine suitability for advanced academic study or access to employment? Do they serve to differentiate authentically between one student and the next?\u003cbr\u003e \u003cbr\u003eWe are all familiar with the results day photographs that accompany the headlines in August. Enthusiastic celebrations with beaming smiles. Images that are carefully contrived to align with the supporting text as ‘Camelia’ (or whoever) progresses to a top university with her four A* grades or ‘Daniel’ revealed to be a prodigy as he attains twelve grade 9’s in his GCSEs.\u003cbr\u003e \u003cbr\u003eTheir results may well be impressive and will certainly open doors towards privileged academic opportunities. But what if the student with AAB is actually no better, in any meaningful sense, than the student with BAC? What if these grades lack the precision that they appear to convey? Is there an element of unreliability in how they are awarded – such that two otherwise identical candidates may as well roll a dice alongside completing their examination paper to determine which, say, of two adjacent grades they may ultimately be awarded?\u003cbr\u003e \u003cbr\u003eIf Dennis is right – and I think he is – then a great grading scandal unfolds before our eyes every summer...\u003cbr\u003e \u003cbr\u003e\u003ci\u003e[Buy the book to continue reading the foreword]\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e\u003ci\u003eDr Robin Bevan, Headteacher, Southend High School for Boys and NEU Past National President, 2020-21\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e‘\u003cb\u003eKnow an A Level student who you were absolutely sure should nail an A* but ended up with a B?\u003c\/b\u003e Well, they probably should have got that A* but were a victim of this scandal. Sherwood’s work changed my outlook. Let him change yours too.’ – \u003ci\u003eRobert Campbell, former Chief Executive, Morris Education Trust\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘Dennis has been challenging our thinking about assessment and the awarding of grades for many years, combining detailed research with an engaging manner and clear explanations... this is \u003cb\u003ean important contribution to our thinking\u003c\/b\u003e.’ – \u003ci\u003eBill Watkin, Chief Executive, Sixth Form Colleges Association\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘Dennis Sherwood asks the questions about exam grades that no one really wants to answer. His analysis suggests that much of what we think we know about school exams is based at best on wishful thinking and at worst on wilful misrepresentation of statistics. But he also has some positive suggestions for improvement. Missing the Mark is \u003cb\u003ean uncomfortable but important read\u003c\/b\u003e.’ – \u003ci\u003eMelvyn Roffe, Chair, Headmasters’ and Headmistresses’ Conference\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘Missing a grade can result in university or college applications being rejected. Dennis Sherwood asks the $64,000 question: ‘Are grades reliable enough for the purposes they are supposed to serve?’ This book presents \u003cb\u003ean insightful analysis\u003c\/b\u003e of this important matter, including the rules introduced in 2016 to reduce the number of appeals, the controversial grading processes in 2020 and 2021 when exams were cancelled, why ‘real’ grades are so unreliable, and some solutions too.’ – \u003ci\u003eHuy Duong, parent\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘\u003cb\u003eEveryone in UK education should reflect upon the problems identified in this powerful book\u003c\/b\u003e – and then decide what to do about them.’ – \u003ci\u003eNick Hillman, Director, Higher Education Policy Institute\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003eAnyone with an interest in how examinations are assessed, from those in government, regulators, schools, colleges, universities to employers, teachers, parents and students, should read Dennis Sherwood's \u003cb\u003eincisive\u003c\/b\u003e analysis. His conclusions will have a profound impact on our idea of the accuracy, reliability and fairness of examinations.\u003ci\u003e – Mike Larkin, Emeritus Professor Queen's University of Belfast and Total Equality For Students\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘\u003cb\u003eDennis provides a clear, step-by-step outline of what is going so terribly wrong \u003c\/b\u003eand the easy ways to remedy this.’ \u003ci\u003e– Ollie Green, A-level student\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eDEDICATION.\u003c\/b\u003e To the unknown, but very large, number of young people who have been damaged by the award of wrong exam grades, in the hope that this will not happen in the future\u003cbr\u003e\u003cbr\u003e \u003cb\u003eSTATISTICS.\u003c\/b\u003e Over the decade from 2010 to 2019, a total of about 70 million GCSE, AS and A-level grades were awarded following each year’s summer exams in England. • Of which around 17.5 million were wrong. • Yes,17.5 million. • That’s about 1 wrong grade in every 4.\u003cbr\u003e\u003cbr\u003e \u003cb\u003eFOREWORD.\u003c\/b\u003e Foreword by Dr Robin Bevan Headteacher, Southend High School for Boys NEU Past National President, 2020-21. old standard! Well, maybe not! For many years England’s GCSE and A-level qualifications enjoy an international reputation as world-leading. This book forensically analyses grades\u003cbr\u003e\u003cbr\u003e \u003cb\u003e1. EXAM GRADES ARE IMPORTANT.\u003c\/b\u003e A'Level and GCSE grades can affect life chances, yet the regulator Ofqual's own statistics show that 1 in 4 grades can be wrong. This book gives all the evidence, discusses the implications, and – most importantly – offers some solutions\u003cbr\u003e\u003cbr\u003e \u003cb\u003e2. EXAMS IN ENGLAND.\u003c\/b\u003e Deals with GCSE, AS-Level and A-level exams, exam centres and schools, awarding bodies, the regulators Ofsted, DfE, and Ofqual, the House of Commons Education Committee, marking, grade structures, grade boundaries, criterion referencing, cohort referencing, norm referencing\u003cbr\u003e\u003cbr\u003e \u003cb\u003e3. ARE EXAM GRADES 99.2% ACCURATE?\u003c\/b\u003e Edexcel’s claim that grades are 99.2% accurate on results day (taken from Pearson-Edexcel’s website), assesses comments made about grade reliability by School Standards Minister Nick Gibb, Ofqual's Chief Regulator Glenys Stacey and Ofqual's Marking Consistency Metrics\u003cbr\u003e\u003cbr\u003e \u003cb\u003e4. TWO IMPORTANT WORDS: ‘ACCURATE’ AND ‘RELIABLE’.\u003c\/b\u003e What does ‘accurate’ mean in the context of exams? Can exam marks ever be accurate? Looking at how marking by different examiners can alter the grade. The reliability of a grade is the probability that an originally-awarded grade is confirmed\u003cbr\u003e\u003cbr\u003e \u003cb\u003e5. SUMMER 2016: OFQUAL MAKE IT HARDER TO APPEAL.\u003c\/b\u003e Until 2015, candidates unhappy with their grades could – for a fee – request a re-mark. But in May 2016, Ofqual changed the rules for challenges and appeals, intentionally denying access to an expert second opinion. Why did the regulator do that?\u003cbr\u003e\u003cbr\u003e \u003cb\u003e6. OFQUAL’S FIRST MEASURES OF GRADE RELIABILITY.\u003c\/b\u003e In 2015, Ofqual carried out an extensive study in which the entire cohorts of GCSE, AS and A-level scripts, in 12 subjects, were marked twice: firstly, as normal, by an ordinary examiner; secondly, by a senior examiner, whose mark was designated 'true'\u003cbr\u003e\u003cbr\u003e \u003cb\u003e7. OFQUAL’S REAL MEASURES OF GRADE RELIABILITY.\u003c\/b\u003e Using Ofqual data, the author calculates the reliability of mathematics grades is 96%, chemistry 92%, physics 88% etc right down to the lower arts subjects such as English literature (58%), history (56%) and combined English language and literature (52%)\u003cbr\u003e\u003cbr\u003e \u003cb\u003e8. WHY GRADES ARE UNRELIABLE.\u003c\/b\u003e Three reasons why marking (marketing error) is not the problem. Instead, there is a more powerful explanation – fuzziness. Ofqual admit: 'There is often no single, correct mark for a question'. So marks may legitimately vary, causing valid but 'fuzzy' results\u003cbr\u003e\u003cbr\u003e \u003cb\u003e9. NOVEMBER 2018 TO SUMMER 2019.\u003c\/b\u003e Newspaper sized on Ofqual's admission about grade unreliability, with reports in the Daily Telegraph and Sunday Times. Ofqual insists that marking error is to blame for any problems but stresses that results and grades are overwhelmingly accurate\u003cbr\u003e\u003cbr\u003e \u003cb\u003e10. 2020: CAGS AND RANK ORDERS.\u003c\/b\u003e Due to the Covid epidemic, the UK government cancels all physical GCSE, AS-Level and A-Level exams and replaces them with an Ofqual algorithm, which is crude. 'The details of the algorithm were both important and missing from Ofqual’s Guidance documents.'\u003cbr\u003e\u003cbr\u003e \u003cb\u003e11. THE GREAT CAG CAR CRASH.\u003c\/b\u003e On results day, Thursday 13th August, and over the next few days, progressively more stories surfaced on some ‘peculiarities’ in the algorithm’s results. Yes, overall, nearly 40% of CAGs were down-graded, but some were up-graded, sometimes very strangely\u003cbr\u003e\u003cbr\u003e \u003cb\u003e12. THE AFTERMATH.\u003c\/b\u003e Were the CAGs right? Or fair? In a word, no. Or rather, some were, and some weren’t. I hope that most – if not the vast majority – were; but some definitely weren’t, and no one knows how many. Furthermore, Ofqual proved to be hugely obstructive in letting anyone find out\u003cbr\u003e\u003cbr\u003e \u003cb\u003e13. SUMMER 2021: THE TAGS.\u003c\/b\u003e With Covid-19 once again obstructing physical exams, Ofqual oversaw Teachers Assessed Grades. 'The process was a mess in principle, and made even worse by the problems of rounding and statistics. But overall, Ofqual designed and implemented a totally flawed process...'\u003cbr\u003e\u003cbr\u003e \u003cb\u003e14. NINE WAYS TO DELIVER RELIABLE AND TRUSTWORTHY GRADES.\u003c\/b\u003e Presents 14 solutions in order to offer a comprehensive ‘menu’ of possibilities, so as to stimulate the debate about which is indeed the best and most effective: the best and most effective among 15 possibilities\u003cbr\u003e\u003cbr\u003e \u003cb\u003e15. FIVE FUNDAMENTALLY DIFFERENT WAYS TO DELIVER RELIABLE AND TRUSTWORTHY ASSESSMENTS.\u003c\/b\u003e Five more solutions to the problem of delivering reliable grades – or rather ‘assessments,’ for as will be seen, the last solution suggests a different way of representing students’ achievements on their certificates\u003cbr\u003e\u003cbr\u003e \u003cb\u003e16. OVER TO YOU…\u003c\/b\u003e Reliable, trustworthy, grades are not just a public ‘good.’ Our young people deserve them. After 11, 12 and 13 years of school, the end-game, the key prizes, are those certificates with those grades. What a kick in the teeth it is for so many grades to be wrong\u003cbr\u003e\u003cbr\u003e \u003cb\u003eAPPENDIX - FUZZINESS, A DEEPER DIVE.\u003c\/b\u003e The central concept in this book is fuzziness – my word for the fact that different, equally qualified examiners can legitimately give the same script different marks. Here I define and describe fuzzy exam grades\u003cbr\u003e\u003cbr\u003e \u003cb\u003eACKNOWLEDGEMENTS.\u003c\/b\u003e Among others: Adi Bloom, Bernard Minsky, Bernard Trafford, Bill Watkin, Camilla Turner, Catherine Brioche, Carly Minsky, Elaine Hughes, Professor George Constantinides, Helen Pike, Dr Huy Duong, JL Dutaut, John Dickens, Liz Charin, Liz Lightfoot, Mark Corver, Mark Fretten\u003cbr\u003e\u003cbr\u003e \u003cb\u003eREFERENCES.\u003c\/b\u003e A full list of statistical sources, newspaper articles, think tank reports, and regulatory information for this book on English school exam grades\u003cbr\u003e\u003cbr\u003e INDEX. A full index. Such as the As: A-level 24 grade inflation Fig 5 (p 47) grade reliability, approximate measure for qualifications as awarded Fig 15, Table 3 (p 119) grade reliability, approximate measure for subject units or components Fig 13 (p 100), 104 results from ‘mutant algorithm’ 2020","brand":"Canbury Press","offers":[{"title":"Default Title","offer_id":47850500948311,"sku":"9781912454990","price":22.5,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781912454990.jpg?v=1710614681"},{"product_id":"ocr-gcse-91-computer-science-complete-revision-practice-9780008535230","title":"OCR GCSE 91 Computer Science Complete Revision","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eExam Board: OCRLevel: GCSE 9-1Subject: Computer ScienceSuitable for the 2024 examsComplete revision and practice to fully prepare for the GCSE grade 9-1 examsRevision that Sticks! Collins OCR GCSE 9-1 Computer Science Complete All-in-One Revision and Practice uses a revision method that really works: repeated practice throughout.A revision guide, workbook and practice paper in one book!With clear and concise revision for every topic, plus seven practice opportunities, Collins offers the best revision at the best price.For even more practice QR codes link directly from the topics in the revision guide to online interactive quick recall quizzes and to worked solution videos in the workbook.Includes: quick tests as you go end-of-topic practice questions topic review questions later in the book mixed practice questions at the end of the book more topic-by-topic practice in the workbook a complete exam-style paper online quick recall quizzes for every topic online video solutions for every \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e“Generally excellent. Attractive layout, clear and easy to access. There is necessary focus on exam skills, but presented in an interesting, step-by-step format.” Susan Stirrup, King’s Ely\u003c\/p\u003e           \u003cp\u003e“I like the clear layout, especially the spacing of the questions – it is very accessible.” Fiona Hall, Sheringham High School\u003c\/p\u003e           \u003cp\u003e“Colourful and informative.” Jane Hamilton, Alsager School\u003c\/p\u003e","brand":"HarperCollins Publishers","offers":[{"title":"Default Title","offer_id":48732098003287,"sku":"9780008535230","price":10.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780008535230.jpg?v=1719995162"},{"product_id":"next-generation-science-standards-9780309272278","title":"Next Generation Science Standards","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eIdentifies the science all K-12 students should know. This book includes standards that are based on the National Research Council's A Framework for K-12 Science Education.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e1 Front Matter; 2 NEXT GENERATION SCIENCE STANDARDS: Arranged by Disciplinary Core Ideas; 3 Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs); 4 NEXT GENERATION SCIENCE STANDARDS: Arranged by Topics; 5 Connections to Standards: Arranged by Topics; 6 VOLUME 2: APPENDIXES; 7 APPENDIX A: Conceptual Shifts in the Next Generation Science Standards; 8 APPENDIX B: Responses to the Public Drafts; 9 APPENDIX C: College And Career Readiness; 10 APPENDIX D: \"All Standards, All Students\": Making the Next Generation Science Standards Accessible to All Students; 11 APPENDIX E: Disciplinary Core Idea Progressions in the Next Generation Science Standards; 12 APPENDIX F: Science and Engineering Practices in the Next Generation Science Standards; 13 APPENDIX G: Crosscutting Concepts in the Next Generation Science Standards; 14 APPENDIX H: Understanding the Scientific Enterprise: The Nature of Science in the Next Generation Science Standards; 15 APPENDIX I: Engineering Design in the Next Generation Science Standards; 16 APPENDIX J: Science, Technology, Society, and the Environment; 17 APPENDIX K: Model Course Mapping in Middle and High School for the Next Generation Science Standards; 18 APPENDIX L: Connections to the Common Core State Standards for Mathematics; 19 APPENDIX M: Connections to the Common Core State Standards for Literacy in Science and Technical Subjects","brand":"National Academies Press","offers":[{"title":"Default Title","offer_id":48733526917463,"sku":"9780309272278","price":38.25,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780309272278.jpg?v=1720000440"},{"product_id":"assessment-clear-and-simple-9780470541197","title":"Assessment Clear and Simple","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThe first edition of Assessment Clear and Simple quickly became the essential go-to guide for anyone who participates in the assessment process in higher education. With the increased pressure to perform assessment to demonstrate accountability, Assessment Clear and Simple is needed more than ever. This second edition of the classic resource offers a concise, step-by-step guide that helps make assessment simple, cost-efficient, and useful to an institution. It contains effective strategies for meeting the requirements of accreditation agencies, legislatures, review boards, and others, while emphasizing and showing how to move from data to actions that improve student learning. This thoroughly revised and updated edition includes many new or expanded features, including:\u003c\/p\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eIllustrative examples drawn from the author''s experience consulting with more than 350 institutions\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eA basic, no-frills assessment plan for departments and for general education\u003c\/p\u003e\n\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eForeword to the First Edition ix\u003cbr\u003e \u003ci\u003eBy Trudy W. Banta\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eAbout the Author xi\u003c\/p\u003e \u003cp\u003e1 For Everyone: The Basics of Assessment 1\u003c\/p\u003e \u003cp\u003e2 For Institution-Wide Leaders and Planners 27\u003c\/p\u003e \u003cp\u003e3 For Departments and Programs 59\u003c\/p\u003e \u003cp\u003e4 For General Education 81\u003c\/p\u003e \u003cp\u003eAppendixes A. Curriculum Map 101\u003c\/p\u003e \u003cp\u003eB. Student Consent Form 103\u003c\/p\u003e \u003cp\u003eC. Analyzing Audiences for Assessment 105\u003c\/p\u003e \u003cp\u003eD. Sample Rubrics 107\u003c\/p\u003e \u003cp\u003eResources 115\u003c\/p\u003e \u003cp\u003eReferences 117\u003c\/p\u003e \u003cp\u003eIndex 121\u003c\/p\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48733787160919,"sku":"9780470541197","price":25.64,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780470541197.jpg?v=1720001685"},{"product_id":"passing-the-national-admissions-test-for-law-lnat-9780857254856","title":"Passing the National Admissions Test for Law LNAT","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis \u003cb\u003eThird Edition\u003c\/b\u003e  provides a comprehensive and fully up to date guide for all those preparing to sit the National Admissions Test for Law. It has been thoroughly revised to take account of the recent changes to the test and to reflect the latest advice and guidance relevant for candidates. Readers will find all they need to face the exam with confidence, fulfil their potential and succeed in their application.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePart One: Introduction - The National Admissions Test for Law (LNAT) - How Will This Book Help Me? - Application to Read Law Part Two: Verbal Reasoning Tests - Verbal Reasoning - Format and Design of Multiple-Choice Questions - Approach to Multiple Choice-Questions - Developing Crtical Rasoning Test Skills - LNAT Response Formats Part Three: LNAT Practice Test and Answers - LNAT Practice Test - LNAT practice Test Answers Part Four: Writing the LNAT Essay - LNAT Requirement and Sample Test - Structured Approach - Critical Thinking - Developing the Use of Grammar, Sentences and Punctuation","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48737654636887,"sku":"9780857254856","price":34.06,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780857254856.jpg?v=1723811351"},{"product_id":"ten-assessment-literacy-goals-for-school-leaders-9781071821947","title":"Ten Assessment Literacy Goals for School Leaders","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eAssessment literacy leads to improved outcomes for all\u003cbr\u003e  \u003cbr\u003e  \u003c\/em\u003e\u003c\/strong\u003eDo you know how to ensure teachers have the knowledge and skill to use assessment data to improve student learning? Do you know the influence that student involvement in assessments has on motivation and learning?\u003cbr\u003e  \u003cbr\u003e  This book guides you and your leadership team through 10 assessment literacy goals with practical content, how-to's, success indicators, and activities to extend and process learning. You will come away understanding the attributes of comprehensive and balanced assessment systems, the necessity for clear academic achievement targets, and why assessment quality is essential.\u003cbr\u003e  \u003cbr\u003e  In addition to providing rubrics, processes, and practical tools that work across all grade levels and subject areas, this book shows you how to:\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eWork with staff to integrate formative assessment and sound grading practices\u003c\/li\u003e      \u003cli\u003eCommunicate with all members of the school community about student learning\u003c\/li\u003e      \u003cli\u003eProtect students and teachers by avoiding unethical and inappropriate assessment use\u003c\/li\u003e      \u003cli\u003eUse student assessment information to improve and inform instruction \u003c\/li\u003e      \u003cli\u003eDevelop assessment policies that support quality assessment practice\u003c\/li\u003e  \u003c\/ul\u003e  \u003cp\u003eAdvance your understanding of assessment so your teachers can accurately measure learning, practice effective formative assessment strategies, and ensure and maintain a comprehensive and balanced assessment system in your school or district.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eOverview Chapter 1: Comprehensive and Balanced Assessment Systems Chapter 2:  Clear Standards Chapter 3: Standards of Assessment Quality Chapter 4: Formative Assessment Practices Chapter 5: Grading Practices Chapter 6: Communicates Effectively Chapter 7: Ethical and Appropriate Assessment Use Chapter 8: Evaluate assessment competencies and appropriate professional development Chapter 9: Analysis of Student Assessment Information Chapter 10: School and District Assessment Policies References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738201993559,"sku":"9781071821947","price":33.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071821947.jpg?v=1723811814"},{"product_id":"the-success-criteria-playbook-9781071831540","title":"The Success Criteria Playbook","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eWith over 30 years of experience in education, you learn to recognize those practices that make a difference in your teaching. \u003cem\u003eThe Success Criteria Playbook\u003c\/em\u003e is one of those books. Focusing on developing high-quality success criteria, John Almarode, Douglas Fisher, Kateri Thunder, and Nancy Frey take success criteria to the next level by laying out a step-by-step process that helps teachers ensure every student has clarity and can be successful in meeting the learning intentions. Each module walks you through the process of developing success criteria that help break down barriers and maximize student learning. This book is a must-have in providing your students a clear understanding of what success looks like! -- Barbara J. Lane * Curriculum Coordinator and K–12 Coordinator, San Bernardino County, Superintendent of Schools, San Bernardino, CA *\u003cbr\u003eEducators, this book is your next MUST-READ whether you are just hearing about success criteria for the first time or are looking to hone your students’ abilities to articulate how they will know they have mastered your learning intentions. \u003cem\u003eThe Success Criteria Playbook\u003c\/em\u003e is ideal for engaging in collaborative reflection through PLCs or personal reflection as you seek to make learning visible to your students. With a focus on equity in learning for all students, including those participating in distance learning, this book could not be more relevant to schools today. -- Kathryn Campbell * Teacher, Hanover County Public Schools, Mechanicsville, VA *\u003cbr\u003eNot sure how to know if your students are learning? Wondering if your students even know what success looks like for your lessons? \u003cem\u003eThe Success Criteria Playbook: A Hands-On Guide to Making Learning Visible and Measurable\u003c\/em\u003e has your answers and more! As a classroom teacher it can be hard to know if your students are learning. It’s even harder to know how to adjust for differing assignments, tasks, projects, and evolving expectations. Not all learning is the same, and this book offers clear, teacher-friendly examples that I could immediately take and apply to my own classroom, in whatever scenario I found myself. This book offers wonderful examples from real classrooms that made visualizing this in my own classroom effortless. I was able to easily transfer this text into reality in my classroom. My students know what we are learning, but more importantly they know when they’ve got it, and those lightbulb moments are what it’s all about! -- Christen Wenger * Third-Grade Teacher, Rockingham County Public Schools, Rockingham, VA *\u003cbr\u003eFrom classroom, school, and district implementation, \u003cem\u003eThe Success Criteria Playbook\u003c\/em\u003e provides guidance to navigating the hub for all aspects of quality teaching and learning. John Almarode, Douglas Fisher, Kateri Thunder, and Nancy Frey provide the foundation for developing scaffolded\u003cbr\u003e tasks and assessments while incorporating opportunities for feedback. This publication is a hands-on, practical compilation of realistic experience gleaned from classrooms across the world. Standard deconstruction and lesson planning processes start with success criteria. Keys to every learner knowing what they are learning, knowing where they are in their learning, and knowing where they ultimately need to be are found here. The Success Criteria Playbook is a true game-changer! -- Josh Maples * Vice Principal, Barren County Public Schools, Glasgow, KY *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction Module 1: What are success criteria? Module 2: What are the challenges to creating and implementing success criteria? How do we overcome those challenges? Module 3: How do success criteria pave the way for equity? Module 4: Creating and implementing effective \"I Can\"\/\"We Can\" statements Module 5: Creating and implementing single-point rubrics Module 6: Creating and implementing rubrics Module 7: Creating and implementing success criteria through teacher modeling Module 8: Creating and implementing success criteria through exemplars Module 9: Co-constructing criteria for success Module 10: Different types of success criteria for different aspects of learning Module 11: How do we use success criteria to foster meta-cognition Module 12: How do success criteria support deliberate practice and transfer of learning? Module 13: What is the relationship between success criteria and feedback? Module 14: How do we use success criteria to fulfill the promise of equity? References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738204844375,"sku":"9781071831540","price":30.99,"currency_code":"GBP","in_stock":true}]},{"product_id":"how-feedback-works-9781071859094","title":"How Feedback Works","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eFeedback is complicated, complex, and layered. \u003cem\u003eHow Feedback Works\u003c\/em\u003e made it feel possible and easy! As someone who is familiar with formative assessment practices, which include feedback and peer feedback, I saw the through line immediately. Each module addresses a different type of feedback but also adds a deeper understanding of feedback as new ideas are discussed in various ways. This book added to my own knowledge and pushed me to think a little differently. -- Jeni Mcintyre * Director of Data-Driven Instruction, Tulsa Public Schools *\u003cbr\u003eThe contents of this book are accurate, coherent, consistent in theme, and backed up with references and plausible examples. This playbook provides appropriate and relevant guidance for teachers, including learning outcomes and information on misconceptions. It is relevant for all levels of learners in this field—from the lead to the highly accomplished to the proficient and provisional educators. -- Leanne Hebden * Quality Teaching Coach, Literacy, Instructional Leader, Department of Education, Tasmania, Kingston Primary School *\u003cbr\u003eFeedback is the missing link. As educators, we know the important role that feedback plays not just for our students, but for our teaching as well. And yet if we do not understand what that feedback looks like and sounds like, we can never truly know the depth of our impact. \u003cem\u003eHow Feedback Works\u003c\/em\u003e gives the teacher the tools they need to know exactly when to use feedback and the kind of feedback that should be given. -- Barbara Lane * San Bernardino County Superintendent of Schools“ *\u003cbr\u003eFeedback is one of education’s most powerful assets in moving learning forward, yet it’s often the most misunderstood. \u003cem\u003eHow Feedback Works\u003c\/em\u003e ties in pedagogical principles with cognitive science and educational psychology to explain not only how to give effective feedback, but also how to create the structures and conditions necessary for feedback to maximize its potential on student learning. Through explanation, models, and guided practice, this playbook capitalizes on the research to help educators better understand and implement feedback that moves students to and through their next levels of learning. As an educator who coaches teachers, prekindergarten through twelfth grade, I’m excited to have this gem in my back pocket as a relevant reference to share with my colleagues and for developing my own knowledge and skill set around all things feedback. -- Kierstan Barbee * Director of Assessment for Learning *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePart I: Setting the Foundations for How Feedback Works Module 1: What is Feedback? Module 2: What Does the Latest Research Say about Feedback? Module 3: What Does the Feedback Process Look Like in Action? Module 4: What are the Four Foundational Elements of Feedback? Module 5: What are the Barriers to Giving, Receiving, and Integrating Feedback? Part II: The 4 C’s: Care, Credibility, Clarity, and Communication Module 6: What is the Role of Care in How Feedback Works? Module 7: What is the Role of Credibility in How Feedback Works? Module 8: How Important is Clarity in How Feedback Works? Module 9: What is the Role of Evidence in How Feedback Works? Module 10: What Role do Teacher and Student Noticing Play in How Feedback Works? Module 11: What are the Similarities and Differences between the Four Types of Feedback? Module 12: How Should Feedback be Communicated? Module 13: How do Cues and Reinforcements Communicate Feedback? Module 14: How Can Technology Communicate Feedback? Module 15: How do Practice Tests Communicate Feedback? Module 16: How can we Engage our Learners in Communicating Feedback? Conclusion","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738211103063,"sku":"9781071859094","price":30.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071859094.jpg?v=1723811823"},{"product_id":"putting-faces-on-the-data-9781071855102","title":"Putting FACES on the Data","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eWhen numbers become people, learners thrive\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eWaves of dataindigestible, dehumanized, and disaggregatedare crashing into the education system every day, driving you to distraction. But imagine a world where you're not being drowned by data, but inspired by it; where that data has a FACE and gives you focused information on how to reach every student.\u003c\/p\u003e  \u003cp\u003eSharratt and Fullan turn worldwide research into a road map for school leaders to use ongoing assessment to inform instruction and drive equity at the classroom, school, district, and state levels. Inside you will find\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eA fresh look at data to incorporate new learning\u003c\/li\u003e      \u003cli\u003eUpdated case studies, figures, and vignettes\u003c\/li\u003e      \u003cli\u003eInsights from more than 500 educators in answering the 3 research questions: Why do we put FACES on data? How do we put FACES on data? and What are the top three leadership skills needed to do this work?\u003c\/li\u003e      \u003cli\u003eAn integrated approach to using the 14 Parameters to enhance Deep Learning and critical thinking \u003c\/li\u003e      \u003cli\u003eTools for committing to equity and excellence\u003c\/li\u003e  \u003c\/ul\u003e  \u003cp\u003eFACES is about setting up the conditions for success in every classroom: identifying the right factors, at the right time, with the right resources. Its focus on student-centered data will help you:\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eIncrease learners' growth and achievement\u003c\/li\u003e      \u003cli\u003eimprove engagement that results in students, teacher and leader empowerment\u003c\/li\u003e      \u003cli\u003ebuild cultures of learning\u003c\/li\u003e      \u003cli\u003edrive a learning environment of continuous improvement\u003c\/li\u003e  \u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eA superb book. Full to the brim of practical, workable ideas. Sharratt and Fullan exude love and compassion for all students everywhere, reinforcing that they all deserve the best educational experience, irrespective of circumstance or context. It also reminds us to look at faces first, data second, in the pursuit of achievement for all.  Powerful and persuasive, this book speaks directly to the importance of focusing on global education now more than ever.\u003c\/p\u003e -- Alma Harris * University of Swansea *\u003cbr\u003e\u003cp\u003eA rich tapestry weaving together data, student identity, and informed professional judgement.  Sharratt and Fullan have provided a context for the use of student data to move from an aspiration that all children can learn to an accountable set of actions to ensure that all means all.   Putting faces on the data requires knowing the whole learner, including their identity, community, and lived experience.  \u003c\/p\u003e -- Cathy Montreuil * Department of Education and Early Child Development *\u003cbr\u003e\u003cp\u003eUnlocking the capacity of each student remains the essential work of all teachers and leaders. This new edition expertly provides an elaborated and contemporary focus on how to enhance school performance through identifying and understanding the abilities, passions, and potential of our next generation of innovators and problem solvers.\u003c\/p\u003e -- Jim Watterston * The University of Melbourne *\u003cbr\u003e\u003cp\u003eSharratt and Fullan’s 2012 work was a catalyst for progress in Queensland public education, leading us out of a \"teacher-led \/ data-driven\" binary into a new era characterised by deep understanding of our student and community needs, grounded in evidence. New perspectives in this edition reflect contemporary research and case studies, updated parameters, and provocations around emerging global challenges.\u003c\/p\u003e -- Sharon Schimming * Department of Education Queensland *\u003cbr\u003e\u003cp\u003eA book starts with blank pages, has within it a lovely apparition and a sense of beauty waiting to be imprinted so that potential readers can then make interpretations about what they see. There is no immaculate perception when interpreting data, but there are multiple meanings tied to beautiful faces.  Sharratt and Fullan paint the pictures, sculpt the beauty of the meaning of data, and dive deeply into the interpretations and implications.  A work of art, indeed.\u003c\/p\u003e -- John Hattie * University of Melbourne *\u003cbr\u003e\u003cp\u003eThis is our forever work.\u003c\/p\u003e -- Gerard Mowbray * Diocese of Maitland-Newcastle *\u003cbr\u003e\u003cp\u003eMy journey as a school and system leader has run parallel to the 10 years of \u003cem\u003ePutting Faces on the Data\u003c\/em\u003e. As a school leader, it helped me learn that the only way you lift outcomes – whether for a class or a school – is child by child. This ensures that we have a line of sight to what each child and school needs to improve student outcomes. Thank you from every child who has been ‘given a face’ in a class, school, and system across the world.\u003c\/p\u003e -- Leanne Nixon * School Performance North *\u003cbr\u003e\u003cp\u003eThis book changed the way our system views data and how collectively a shared understanding of data literacy brings accountability to the forefront. There is no system improvement without ′Putting Faces on the Data′!     \u003c\/p\u003e -- Kate O′Brien * Education and Research Sydney Catholic Schools *\u003cbr\u003e\u003cp\u003eIt is great to have a 10th anniversary edition of FACES! This book changed the way we understood how to promote improvement in our work with teachers and leaders in Chile. It taught us what to look for in the process of learning, what data is relevant to collect, and how leaders become learners with their teachers. FACES taught us that focus for collaboration and professional learning is all about putting each student’s achievements at the center of our conversations! \u003c\/p\u003e -- Isidora Recart * Fundación Educacional Arauco *\u003cbr\u003e\u003cp\u003eIn this fast-paced world, work that is relevant ten years after its first edition speaks to its durability. Each part of this book can be found in the work we do – I see data walls and I hear conversations about assessment and how it drives instruction. This book guides our work with practical examples, clear explanations, and guidance. Thank you to Lyn and Michael for continuing to make Putting FACES on the Data relevant and valuable to all educators!\u003c\/p\u003e -- Elaine Lochhead * Seine Rover School Division *\u003cbr\u003e\u003cp\u003eLyn Sharratt and Michael Fullan clearly articulate the complexity of change and the necessity to understand the 13 parameters by providing an insightful resource using case studies to provide an indisputable pathway to system improvement.  This is a must read for every system leader, school leader, and teacher leader.  Their work has been pivotal in my work as a system change leader in both Manitoba and Alberta and is even more important coming out of a global pandemic.\u003c\/p\u003e -- Michael Borgfjord * Pembina Hills School Division *\u003cbr\u003e\u003cp\u003eThis powerful book provides the missing links between intention and action. Educators want to see every student succeed in learning and in life. The challenge is to reform the system to deliver on broader and deeper goals while also engaging each student on a pathway to their \"best possible, most richly imagined future.\" This book is a beacon of hope that honours the work of all teachers and leaders by making sense of the improvement journey in classrooms, schools, and systems.\u003c\/p\u003e -- Mary Jean Gallagher * Ontario Ministry of Education *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword Preface Chapter 1: Information Glut to Well-Known FACES Chapter 2: The Power of Putting FACES on the Data Chapter 3: Making It Work in Practice - Assessment Literacy Chapter 4: Making It Work in Practice - Instruction Chapter 5: Leaderhsip - Individualizing for Improvement Chapter 6: Ownership - Of All the Faces Epilogue","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738213232983,"sku":"9781071855102","price":30.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071855102.jpg?v=1723811824"},{"product_id":"just-teaching-9781071886588","title":"Just Teaching","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eElevating the essential work of today's teachers\u003c\/em\u003e\u003c\/p\u003e  \u003cp\u003eTeaching is life-giving work, essential for the development of thriving humans. It is devastating to hear teachers refer to themselves as just teachers as if they are powerless and without status. What if we turned the phrase's meaning upside-down and claimed its redemptive power? Just teachers care for each student. Teachers who are just, cultivate freedom, justice, and flourishing.\u003c\/p\u003e  \u003cp\u003eThis book will have readers just teaching in the best sense of the phrase!\u003cstrong\u003e\u003cem\u003eJust Teaching\u003c\/em\u003e\u003c\/strong\u003ehas been written for teachers who want to develop the best ways to serve students based on research on how students learn. This book shows how to use appropriate tools, based on the wisdom of generations of educators, in a focused, sustainable way.Readers will find:\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eevidence-based practices to support student feedback, engagement, and wellbeing (for students and teachers, too)\u003c\/li\u003e      \u003cli\u003ecase studi\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis beautifully written, refreshing, and highly intelligent book highlights the much-overlooked human side of teaching. But it’s not \"fluff.\" Jonathan Eckert demystifies the complexity of education and shines a spotlight on three necessary teaching elements, helping readers focus on what matters—to change the life of each student. -- Megan Allen, NBCT, Founder, 2010 Florida Teacher of the Year\u003cbr\u003eLeave it to Jonathan Eckert to take a phrase that conjures up the skin crawl of proverbial nails on a chalkboard, use it as a book title, and then convince the reader to embrace it! Just Teaching does just that. Although \"this book is only about three things,\" the synergy of well-being, engagement, and feedback as explored in these eight chapters create a powerful design of the essentials to teach each student well. Educators who prepare, are prepared, or are preparing to teach will benefit from this thoughtful work of inspiring stories and practical tools.  -- P. Ann Byrd, President of CTQ\u003cbr\u003eWith Just Teaching, Jonathan Eckert has written the right book for the right moment. District and school leaders are seeking coherent ways to frame the important work of academic recovery in a post-pandemic world. Eckert helps us by naming the FEW areas we must prioritize. His straightforward language along with built-in application tools allow even the busiest practitioners to read this book and—more important—use it with their teams in service of supporting students! -- Joan Dabrowski, Chief Academic Officer, Baltimore City Public Schools\u003cbr\u003eThe dehumanization of American education on many fronts in the wake of a pandemic has often left teachers and students feeling alienated, like cogs in a broken system that no longer cares. The solution is as it has always been: in the eternity altering spark exchanged between caring teacher and engaged student. In Just Teaching, Jonathan Eckert injects new life and passion into this most noble profession, providing simple yet refreshingly creative strategies for engaging students, advancing their well-being, and restoring joy into the schoolhouse. This book will make teachers remember why they love what they do! -- Jay Ferguson, Head of School, Grace Community School, Tyler, TX\u003cbr\u003eWhat a great book—for those beginning their training and for those in induction programs, as well as for all those already in the classrooms. Eckert reminds us of the power, complexity, simplicity, and joys of teaching. He asks us to savor the time as teachers, and make the experience meaningful to you, your students, and your colleagues. And he backs this with so many ways of thinking and doing that remind us daily of why we all entered this profession: to maximize our impact on others. -- John Hattie, Author, VISIBLE LEARNING® series\u003cbr\u003eJonathan Eckert’s joy and admiration for the teaching profession has led him to create a book for teachers that combines a mix of practical advice with life-giving advice for finding the joy in the work. In \u003cem\u003eJust Teaching: Feedback, Engagement, and Well-Being for Each Student\u003c\/em\u003e, he shares advice and research about finding the essential parts of the job while also serving each student. In a time when our schools and communities need teachers more than ever, this book provides a road map for new teachers to begin their profession focusing on the most important aspects of the work and gives experienced teachers space to reclaim their enjoyment of teaching. Woven throughout are practical exercises for reflection, entertaining stories, and research supporting the practices he recommends. \"Each educator matters because each student matters\" and this book is a road map for making teaching a joy-filled and sustainable profession. And, he wouldn’t be a former eduwonk without including a one pager to summarize all this useful advice. -- JoLisa Hoover, US Department of Education Teaching, Ambassador Fellow, 2008, 2014, 2015\u003cbr\u003eIt is easier than ever to feel overwhelmed by the multitude of demands placed on educators. In \u003cem\u003eJust Teaching\u003c\/em\u003e, Jonathan Eckert reminds us that while our plates as teachers may be perennially overfilled, success in the classroom often boils down to a handful of factors that, if approached thoughtfully, can often equal success. Eckert backs these claims up with deep and compelling research and provides his readers with a pile of proven tools for implementing these approaches in their classes. Just Teaching is that rare book that seamlessly blends scholarship, philosophy, and practicality and will be on my list to buy for almost every teacher I know. -- Matthew Johnson, Author, Answers to Your Biggest Questions  About Teaching Middle and High School ELA\u003cbr\u003eJonathan Eckert delivers a powerhouse book that every educator (and parent) needs now. Students are struggling like never before, and Eckert’s \u003cem\u003eJust Teaching\u003c\/em\u003e clearly explains why every child must be seen, heard, and loved and how to get there. This book is an urgent must read. -- David Magee, Bestselling author (Dear William) and a creator of the William Magee Institute for Student Wellbeing at the University of Mississippi\u003cbr\u003eJonathan Eckert is a rare jewel among teacher educators today. He brings together a deep understanding of educational research, of practical classroom realities, and of the love of Christ. In\u003cem\u003e Just Teaching\u003c\/em\u003e, he draws on these understandings to pull us all back to the core of all teaching and learning: feedback, engagement, wellness. New and veteran educators will find this book revitalizing.  -- Renee Moore, NBCT, BOD Vice Chair, Center for Teaching Quality\u003cbr\u003e\u003cem\u003eJust Teaching\u003c\/em\u003e is a must read for any teacher looking to build a strong classroom community where all voices are heard, students connect with the teacher and with each other, and take control of their learning. This book is needed today. In the state of our current world, students may feel more disconnected from each other face-to-face than ever. The truth is that no matter how much the teaching profession changes and evolves, the students who sit in front of us just want us to connect with and understand them. In this book, Jonathan Eckert brings us back to the heart and soul of teaching and how to rehumanize the classroom experience.  -- Serena Pariser, Author, Answers to Your Biggest Questions About Creating a Dynamic Classroom\u003cbr\u003eAt a time when parents are more engaged than ever in their children’s education, Eckert offers practical strategies that parents and educators alike can embrace to help each child thrive in school. This book builds on its foundational advice to center love and relationships in a student’s academic journey, and it models those central elements through anecdotes, tools, and resources to help students meet their goals. -- Jocelyn Pickford, Senior Affiliate, HCM Strategists\u003cbr\u003eJonathan Eckert is one of my go-to sources of wisdom, as I have grown to trust him deeply by observing how he leads his family, his classroom, and his fellow faculty. He is an educator of educators. If you have been challenged by the new landscape of education, you will find an incredible guide in Jonathan Eckert and this much-needed resource! Please read it and share it with everyone in your field.  -- Jonathan Pokluda, Bestselling author, host of the Becoming Something podcast, and lead pastor of Harris Creek\u003cbr\u003eThis book reminds me so much of the work of Marva Collins and Gloria Ladson-Billings, two of my greatest SHEroes. Both felt that teaching was beyond curriculum, but it was a work of the heart. Teaching involves the heart of the teacher connecting with the heart of each student they may encounter. Jonathan Eckert’s book provides a very practical way for all teachers to learn the skill of seeing each student for who they are and reaching them where they are, so that the classroom becomes a cocoon for all children to develop into beings who can soar to the greatest heights. -- Anika Prather, Director of High Quality Curriculum and Instruction at the Institute for Education Policy at Johns Hopkins University and Lecturer at Howard University\u003cbr\u003e\u003cem\u003eJust Teaching\u003c\/em\u003e is refreshingly honest, clear, and heart centered. Reading Jonathan Eckert’s stories and using his tools is an opportunity for all of us to bring joy back into the classroom. \u003cem\u003eJust Teaching\u003c\/em\u003e simplifies the complex issues so we can focus on what is most essential to our well-being and the success of our students. -- Carol Pelletier Radford. Author, Teaching With Light: Ten Lessons for Finding Wisdom, Balance, and Inspiration\u003cbr\u003eStudent engagement is critical to learning but too many students are disengaged, and studies show an alarming drop in student engagement in advanced grade levels. Jonathan Eckert combines a thoughtful analysis of the root causes of this challenge with highly practical solutions for educators to be more successful in connecting with and engaging each individual student. 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It focuses on the skills you need to answer the questions in the exam and included a full-length practice paper.","brand":"Pearson Education Limited","offers":[{"title":"Default Title","offer_id":48738540126551,"sku":"9781292310138","price":10.23,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781292310138.jpg?v=1723812127"},{"product_id":"pearson-revise-edexcel-gcse-computer-science-revision-workbook-for-2025-and-2026-exams-9781292360058","title":"Pearson REVISE Edexcel GCSE Computer Science","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Pearson Education Limited","offers":[{"title":"Default Title","offer_id":48738541273431,"sku":"9781292360058","price":9.75,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781292360058.jpg?v=1723812130"},{"product_id":"mathematics-formative-assessment-volume-1-9781412968126","title":"Mathematics Formative Assessment Volume 1","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003e\u003ci\u003eTransform your mathematics instruction with this rich collection of formative assessment techniques\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eAward-winning author Page Keeley and mathematics expert Cheryl Rose Tobey apply the successful format of Keeley's best-selling \u003ci\u003eScience Formative Assessment\u003c\/i\u003e to mathematics. They provide 75 formative assessment strategies and show teachers how to use them to inform instructional planning and better meet the needs of all students. Research shows that formative assessment has the power to significantly improve learning, and its many benefits include:\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eStimulation of metacognitive thinking\u003c\/li\u003e\n\u003cli\u003eIncreased student engagement\u003c\/li\u003e\n\u003cli\u003eInsights into student thinking\u003c\/li\u003e\n\u003cli\u003eDevelopment of a discourse community\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eThe authors also provide important guidance with each technique, including usage tips and caveats, implementation examples, and suggested modifications. With practical strategies that are relevant for all grades and \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\u003cem\u003e\"This book is a wonderful resource for integrating formative assessment into student-centered instruction. The authors describe numerous ways teachers can access the many levels of student understanding. It belongs on every mathematics teacher’s shelf.\"\u003c\/em\u003e\u003c\/p\u003e -- Edward C. Nolan, PreK-12 Mathematics Specialist\u003cbr\u003e\u003cp\u003e\u003ci\u003e\"This book contains an incredible set of Math FACTs – Formative Assessment Classroom Techniques. If you have been curious about Formative Assessment or how to implement it in your math classroom, this book provides the tools to get you started.\"\u003c\/i\u003e\u003c\/p\u003e -- Lyneille Meza, Coordinator of Data \u0026amp; Assessment\u003cbr\u003e\u003cp\u003e\u003ci\u003e\"This book features formative assessment strategies specifically written for math and can be used in any math class. A book that we have been waiting for.\"\u003c\/i\u003e\u003c\/p\u003e -- Zsuzsanna Laughland, Mathematics Teacher\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"This book is a game-changer! By putting theory into practical digestible units, \u003c\/em\u003e\u003cstrong\u003eMathematics Formative Assessment \u003c\/strong\u003e\u003cem\u003egives teachers of all levels a bank of techniques to design standards-aligned classes. I wish I had something like this 20 years ago when I was first teaching.\"\u003c\/em\u003e\u003c\/p\u003e -- Daniel Kikuji Rubenstein, Executive Director\u003cbr\u003e\u003cem\u003e\"Coaches and other teacher leaders will find this compendium of assessment strategies invaluable.\"\u003c\/em\u003e -- NCSM Newsletter, Spring 2012\u003cbr\u003e\u003cem\u003e\"Most important, Keeley and Tobey discuss extensively the use of teh data generated to inform teaching. Coaches and other teacher leaders will find this compendium of assessment strategies invaluable.\"\u003c\/em\u003e -- Kay Gilliland, Editor\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface Acknowledgments About the Authors 1. An Introduction to Formative Assessment Classroom Techniques (FACTs)    What Does a Formative Assessment?Centered Classroom Look Like?    Why Use FACTs?    How Does Research Support the Use of FACTs?    Classroom Environments That Support Formative Assessment    Connecting Teaching and Learning    Making the Shift to a Formative Assessment-Centered Classroom 2. Integrating FACTs With Instruction and Learning    Integrating Assessment and Instruction    Assessment That Promotes Thinking and Learning    Linking Assessment, Instruction, and Learning: The Mathematics Assessment, Instruction, and Learning Cycle (MAIL Cycle)    Stages in the MAIL Cycle    Engagement and Readiness    Eliciting Prior Knowledge    Exploration and Discovery    Concept and Skill Development    Concept and Procedure Transfer    Self-Assessment and Reflection    Selecting and Using FACTs to Strengthen the Link Between Assessment, Instruction, and Learning 3. Considerations for Selecting, Implementing and Using Data From FACTs    Selecting FACTs    Selecting FACTs to Match Learning Goals    FACTs and the Common Core Standards for Mathematics    Selecting FACTs to Match Teaching Goals    The Critical Importance of Classroom Context in Selecting FACTs    Planning to Use and Implement FACTs    Starting Off With Small Steps    Maintaining and Extending Implementation    Using Data From the FACTs 4. Get the FACTs! 75 Mathematics Formative Assessment Classroom Techniques (FACTs)    #1. A \u0026amp; D Statements    #2. Agreement Circles    #3. Always, Sometimes, or Never True    #4. Card Sorts    #5. CCC: Collaborative Clued Corrections    #6. Comments-Only Marking    #7. Commit and Toss    #8. Concept Attainment Cards    #9. Concept Card Mapping    #10. Concept Cartoons    #11. Create the Problem    #12. Every Graph Tells a Story    #13. Example, Nonexample    #14. Fact-First Questioning    #15. Feedback to Feed-Forward    #16. Fist to Five    #17. Four Corners    #18. Frayer Model    #19. Friendly Talk Probes    #20. Give Me Five    #21. Hot Seat Questioning    #22. Human Scatter Graph    #23. Is It Fair?    #24. I Used to Think . . . But Now I Know . . .    #25. Justified List    #26. Justified True-or-False Statements    #27. K-W-L Variations    #28. Learning Goals Inventory (LGI)    #29. Look Back    #30. Matching Cards    #31. Mathematician′s Ideas Comparison    #32. More A?More B Probes    #33. Muddiest Point    #34. No-Hands Questioning    #35. Odd One Out    #36. Opposing Views Probes    #37. Overgeneralization Probes    #38. Partner Speaks    #39. Pass the Problem    #40. P-E-O Probes (Predict, Explain, Observe)    #41. Peer-to-Peer Focused Feedback    #42. A Picture Tells a Thousand Words    #43. POMS: Point of Most Significance    #44. Popsicle Stick Questioning    #45. PVF: Paired Verbal Fluency    #46. Question Generating    #47. Response Cards    #48. Same A?Same B Probes    #49. Sequencing Cards    #50.  Sticky Bars    #51. Strategy Harvest    #52. Strategy Probe    #53. Student Evaluation of Learning Gains    #54. Student Interviews    #55. Terminology Inventory Probe (TIP)    #56. Ten-Two    #57. Thinking Log    #58. Think-Alouds    #59. Think-Pair-Share    #60. Thought Experiments    #61. Three-Minute Pause    #62. 3-2-1    #63. Thumbs Up, Thumbs Down    #64. Traffic Light Cards    #65. Traffic Light Cups    #66. Traffic Light Dots    #67. Two-Minute Paper    #68. Two or Three Before Me    #69. Two Stars and a Wish    #70. Two Thirds Testing    #71. Volleyball, Not Ping-Pong!    #72. Wait Time Variations    #73. What Are You Doing and Why?    #74. Whiteboarding    #75. Word Sort Appendix: Annotated Resources for Mathematics Formative Assessment References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739117138263,"sku":"9781412968126","price":30.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781412968126.jpg?v=1720051213"},{"product_id":"pedagogical-documentation-in-early-years-practice-9781473944619","title":"Pedagogical Documentation in Early Years Practice","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePedagogical documentation is a vital method of assessing and observing young children, and is a practice that enables practitioners, families and children to learn alongside each other.\u003c\/p\u003e  \u003cp\u003eThis book draws on the projects and experiences of senior researchers from nations including Australia, Canada, Sweden, Singapore, the UK and the USA to highlight multiple approaches to pedagogical documentation.\u003c\/p\u003e  \u003cp\u003eTopics explored include:\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eusing video in pedagogical documentation \u003c\/li\u003e      \u003cli\u003emaking the most of outdoor learning environments \u003c\/li\u003e      \u003cli\u003edeveloping pedagogical documentation within curriculum frameworks \u003c\/li\u003e      \u003cli\u003ethe relationship with Early Years transitions \u003c\/li\u003e      \u003cli\u003ethe potential of pedagogical documentation for leadership enactment. \u003c\/li\u003e  \u003c\/ul\u003e  \u003cp\u003eThe book offers guidance, support and inspiration to practitioners and researchers on how to implement meaningful and sustainable child-focused observation in early years contexts.\u003c\/p\u003e  \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis book draws on experiences in Australia, Canada, Sweden, Singapore, UK, USA, to highlight multiple approaches to pedagogical documentation, to share understanding and to help avoid common misinterpretations.\u003c\/p\u003e -- Neil Henty\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePART 1 SETTING THE STAGE Chapter 1 The landscape of pedagogical documentation - Alma Fleet  Chapter 2 Pedagogical documentation and pedagogical choices - Lise-Lotte Bjervås and Gunilla Rosendahl             Chapter 3 Developing pedagogical documentation within the EYFS curriculum framework - Nicola Stobbs, Janet Harvell and Michael Reed Commentary: Living with a growing idea - Lasse Lipponen  PART 2 LANGUAGES OF REPRESENTATION Chapter 4 The worlds of the very young: Seeing the everyday in small pieces - Suallyn Mitchelmore Chapter 5 Making learning visible in dance and other creative arts - Marc Richard Chapter 6 Using video in pedagogical documentation: Interpretive and poetic possibilities - Sylvia Kind and Adrienne Argent Commentary: Opening doors and windows - Stefania Giamminuti  PART 3 EMBRACING POSSIBILITIES OF CHANGE Chapter 7 Collaborative decision making within pedagogical documentation - Janet Robertson Chapter 8 Pedagogic documentation and student learning - Michael Reed and Nicola Stobbs Chapter 9 Making the outdoors visible in pedagogical documentation - Jane Merewether Chapter 10 Diving into the unknown: The experience of pedagogical documentation at Mia Mia - Angela Chng Commentary: Posing Big(ger) Ideas and Questions - Maria Cooper and Helen Hedges  PART 4 THE WIDER VIEW Chapter 11 Knowledge and practice of pedagogical documentation: Professional development for educators - Rosie Walker, Michael Reed, Nicola Stobbs Chapter 12 The potential of pedagogical documentation for leadership enactment - Iris Berger Chapter 13 Weavings, walks and wonderings: Stories of the liveliness of pedagogical narrations - B. Denise Hodgins, Deborah Thompson and Kathleen Kummen Commentary: Situating pedagogical documentation internationally - Andrew Stremmel  Chapter 14 Pedagogical Documentation – Where to from here? - Alma Fleet, Janet Robertson and Catherine Patterson","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48739580510551,"sku":"9781473944619","price":35.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781473944619.jpg?v=1720052648"},{"product_id":"teaching-primary-art-and-design-9781473998148","title":"Teaching Primary Art and Design","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eTrainee and beginning teachers often find it hard to plan for and teach good art lessons as there is little guidance on subject knowledge and outstanding practice.\u003cbr\u003e\u003cbr\u003eThis key text will provide primary trainee teachers with subject knowledge, expert advice and guidance along with practical solutions that are necessary to offer children the best possible experiences in art, craft and design, to ensure that they have access to a broad and balanced curriculum. Through guidance and support it will enable them to develop an understanding of the principles and values that underpin high standards and high expectations, and show good progress in the subject.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction Principles and Values Creative learning: Imagination and Expression Developing Skills and Concepts Processes and Practice The Broad and Balanced Curriculum Assessment and Progression Beyond the Classroom Enjoy and Achieve – Moving Forward","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48739586343255,"sku":"9781473998148","price":31.34,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781473998148.jpg?v=1720052667"},{"product_id":"pedagogy-of-the-depressed-9781501364570","title":"Pedagogy of the Depressed","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis book is one English professor's assessment of university life in the early 21st century. From rising mental health concerns and trigger warnings to learning management systems and the COVID pandemic, Christopher Schaberg reflects on the rapidly evolving landscape of higher education.   Adopting an interdisciplinary public humanities approach, Schaberg considers the frequently exhausting and depressing realities of college today. Yet in these meditations he also finds hope: collaboration, mentoring, less grading, surface reading, and other pedagogical strategies open up opportunities to reinvigorate teaching and learning in the current turbulent decade.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eWhat readers may not anticipate and should be delighted by the presence of, is a vast range of topics—seemingly randomly interspersed throughout the book—that break up the chapters of both theoretical musings and practical applications of managing the college literature classroom in the early twenty-first century world of pandemic lockdowns, changing university concerns, and the post-Postmodern world of businessmen in the White House. The honest tone of Schaberg’s prose is refreshingly welcome—he is continuously questioning what he is doing, why, and how is it affecting his students as well as providing critiques of what is wrong with higher education. [...] The optimism and pessimism of our current teaching mode alternate throughout \u003ci\u003ePedagogy of the Depressed\u003c\/i\u003e. Schaberg's deepest concerns mirror many of ours. That administration will not see moving online as a fearful, temporary situation, but rather as a new efficient system that eliminates all sorts of issues, including those of class size limits or scheduling issues. We are depressingly isolated from our colleagues and valuable impromptu discussions and collaborations. A bonus? Throughout the book, Schaberg also talks about other texts that speak to the  issues he is addressing. This is a great, and much appreciated, way to increase our academic TBR piles. * Teaching American Literature: A Journal of Theory and Practice *\u003cbr\u003eHow do you teach through trauma? All college instructors have found themselves facing this question in recent days, but few with the insight and poignancy of Christopher Schaberg. \u003ci\u003ePedagogy of the Depressed\u003c\/i\u003e provides both diagnosis and balm for those anxious about the possibilities for higher education in the midst of climate change and active shooter events and pandemic response and budgetary collapse, a profound reckoning with the conditions of learning today. * Kathleen Fitzpatrick, Director of Digital Humanities and Professor of English, Michigan State University, USA, and author of Generous Thinking: A Radical Approach to Saving the University *\u003cbr\u003eIf the title page didn’t say \u003ci\u003eChristopher Schaberg\u003c\/i\u003e so plainly, I might have assumed the author was Guy Montag, protagonist of Ray Bradbury’s \u003ci\u003eFahrenheit 451\u003c\/i\u003e. Both are suffering through a takeover by the machinery, technological and bureaucratic; both hold onto a humanistic ideal in the midst of it all. \u003ci\u003ePedagogy of the Depressed\u003c\/i\u003e is in some ways precisely the opposite of what its title promises: rather than depressing, it’s a hopeful pushback against the pervasive air of depression and lowered expectations that has overtaken too many of our classrooms, and whose metaphor—if not cause—is Covid-19 and the ubiquity of the Zoom screen. Come for the jeremiad—but stay for the wise encouragement, that this work we do with students still matters. Perhaps matters more than ever. * Kevin Dettmar, W.M. Keck Professor of English and Director, The Humanities Studio, Pomona College, USA *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003ci\u003ePrologue:\u003c\/i\u003e \u003ci\u003eNo Place Like Home\u003c\/i\u003e Introduction: The Depressed 1. We’re All Screens 2. Early Warnings 3. Learning Management 4. Against Sheep 5. Trigger U. 6. Ecophobia 7. Environmental Humanities? 8. Public Humanities? 9. Skimming the Surface 10. Autotheory 11. Beginnings 12. Chance Meeting 13. Theory Today 14. END MEETING FOR ALL 15. Night Writing 16. Less Grading 17. Tenure 18. Exhaustion 19. Well-Rounded 20. Turning Kids into Capital 21. Writing Together 22. Adjusting 23. First-Year Seminar 24. Pitt’s Law 25. Into the Unknown","brand":"Bloomsbury Publishing Plc","offers":[{"title":"Default Title","offer_id":48739787407703,"sku":"9781501364570","price":16.14,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781501364570.jpg?v=1720053144"},{"product_id":"balanced-assessment-systems-leadership-quality-and-the-role-of-classroom-assessment-9781506354200","title":"Balanced Assessment Systems: Leadership, Quality,","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003e\u003cstrong\u003eBuild a balanced assessment system and support ESSA implementation!\u003c\/strong\u003e\u003c\/em\u003e\u003cbr\u003e  \u003cbr\u003e  It has never been more important to develop balanced assessment systems that can provide meaningful information, improve teaching practices, and help students learn. The Every Student Succeeds Act (ESSA) increases assessment flexibility and responsibilities for states and districts—an opportunity to change assessment for the better.\u003cbr\u003e  \u003cbr\u003e  Authors Chappuis, Commodore, and Stiggins have helped thousands of teachers, principals and other educational leaders in becoming assessment-literate and developing assessment systems built on quality assessment. This comprehensive new guide provides clear steps and strategies for developing an assessment system, and includes many interactive exercises designed for professional development and system implementation. Readers will learn how to:\u003c\/p\u003e  \u003cul\u003e\n\u003cli\u003eCreate a balanced assessment system and analyze the progress being made within your school or district toward it\u003c\/li\u003e\n\u003cli\u003eDevelop and implement assessment systems that are both formative (measuring learning in progress) and summative (verifying learning that has taken place)\u003c\/li\u003e\n\u003cli\u003eTake specific leadership actions that advance the balance and quality of assessment systems\u003c\/li\u003e\n\u003cli\u003eHelp teachers integrate formative assessments into classroom instruction\u003c\/li\u003e\n\u003cli\u003eEmpower students by involving them in the assessment process\u003c\/li\u003e\n\u003c\/ul\u003e  \u003cp\u003eTake action now to make proactive, positive changes in your school or district’s approach to assessment!\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction About the Authors Part 1. Balanced Assessment Systems and Student Learning    Today’s Assessment Environment    Assessment and the New School Mission    Building Local Assessment Systems for Balance and Quality    Inside the System    Levels of Assessment Use    Classroom Assessment    Interim\/Benchmark Assessment    Annual Assessment    Activity 1.1: Formative or Summative?    The Benefits of Balance    Learning Targets for Readers    Thinking About Assessment: Support Resources for Part 1    Activity 1.2: Embracing the Vision of a Standards-Based School    Activity 1.3: Discussing Key Assessment Concepts With Faculty Part 2. Five Assessment Actions for Balance and Quality    Action 1: Balance Your Assessment System    Is Your Assessment System in Balance?    Strategies for Balancing Assessment Systems    Activity 2.1: Conducting an Assessment Audit    Action 2: Continue to Refine Achievement Standards    What Is the Current State of Your Achievement Standards?    Student- and Family-Friendly Learning Targets    Activity 2.2: Deconstructing Standards Into Classroom-Level Achievement Targets: Practice for School Leaders    Action 3: Ensure Assessment Quality    How Can You Ensure Assessment Quality?    Activity 2.3: Indicators of Sound Classroom Assessment Practice    Action 4: Build Effective Systems for Communicating Assessment Results    Action 5: Link Assessment to Student Motivation With Assessment for Learning Strategies    Assessment for Learning: Bringing Students Onboard    Activity 2.4: Assessment for Learning Self-Evaluation    Thinking About Assessment: Support Resources for Part 2    Activity 2.5: Local Assessment System Self-Evaluation Part 3. Individual Leadership Actions for Balance and Quality    Individual Leadership Actions    Individual Leadership Action 1: Deepen your personal understanding of a sound and balanced assessment system and the conditions required to achieve it.    Activity 3.1: Merging Local and State Assessment Systems    Individual Leadership Action 2: Promote the necessity and use of clear academic achievement standards in every subject and grade level with aligned classroom-level learning targets  and the understanding  of their relationship to the development ....    Activity 3.2: Implementing the Written Curriculum    Individual Leadership Action 3: Promote and communicate standards of quality for student assessments, helping teachers learn to assess accurately, and work to ensure that these standards are met in all school\/district assessments.    Activity 3.3: Verifying Teachers’ Content Knowledge  and Assessment Competence    Individual Leadership Action 4: Deepen your knowledge of formative assessment practices that involve students and work with staff to integrate them into classroom instruction.    Activity 3.4: Communicating Learning Targets in  Student-Friendly Language    Individual Leadership Action 5: Create the conditions necessary for the appropriate use and reporting of student achievement information, including report card grades.    Grading and Reporting    Activity 3.5: A Rubric for Sound Grading Practice    Activity 3.6: When Grades Don’t Match the  State Assessment Results    Individual Leadership Action 6: Form or participate in peer learning groups to practice observing and evaluating teacher classroom assessment competencies.    Activity 3.7: Should Teachers Be Held Accountable for  Assessment Competence Through Evaluation?    Individual Leadership Action 7: Review and examine current school\/district assessment-related policies for alignment to sound assessment practice, and encourage revision as needed.    Activity 3.8: Using School\/District Policies  to Support Quality Assessment    Thinking About Assessment: Support Resources for Part 3    Activity 3.9: Auditing for Balance in Classroom  Curriculum and Assessment    Activity 3.10: Assessment Leadership Success Indicators    Activity 3.11: Action Planning for Assessment Balance and Quality References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739820634455,"sku":"9781506354200","price":29.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781506354200.jpg?v=1720053220"},{"product_id":"progressing-students-language-day-by-day-9781506358833","title":"Progressing Students′ Language Day by Day","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eBecause content and language learning go hand in hand\u003cbr\u003e  \u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e  New content standards integrate content and language in ways prior standards have never done. That’s why it’s so critically important that teachers attend to both content and language development when introducing new subject matter, especially for English learners. Here’s your opportunity to get started tomorrow and every day thereafter: Alison Bailey and Margaret Heritage’s all-new \u003cstrong\u003e\u003cem\u003eProgressing Students’ Language Day by Day.\u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e  \u003cbr\u003e  What’s so utterly ground-breaking about this book is Bailey and Heritage’s Dynamic Language Learning Progression (DLLP) process: research-based tools for obtaining much deeper insight into a student’s language progress, then for identifying the most appropriate instructional steps to elevate language proficiency and content knowledge. Step by step, Bailey and Heritage describe how to\u003c\/p\u003e  \u003cul\u003e\n\u003cli\u003eEngage with students to advance their development of sophisticated, high-leverage language features for explaining content \u003c\/li\u003e\n\u003cli\u003eUse the DLLP approach to formative assessment, then plan  your teaching in response to assessment evidence\u003c\/li\u003e\n\u003cli\u003eExamine words, sentences, and discourse --the three dimensions of language that are part of the DLLP process for cultivating language development\u003c\/li\u003e\n\u003cli\u003eDiscover how leadership support and communities of practice (CoPs) can facilitate a successful and sustainable implementation of the DLLP process\u003c\/li\u003e\n\u003c\/ul\u003e  \u003cp\u003eListen more closely and uncover new ways to advance content learning with \u003cem\u003eProgressing Students’ Language Day by Day \u003c\/em\u003edirectly by your side.\u003c\/p\u003e  \u003cstrong\u003e\u003cem\u003e\"Alison Bailey and Margaret Heritage open our eyes to the often invisible and context-specific language demands embedded in content learning. Understanding the ubiq¬uitous and highly influential role of language in learning takes time and effort but leads to transformative practice. Progressing Students’ Language Learning Day by Day offers an insightful and concrete framework to begin this transformation.\"\u003cbr\u003e  \u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e  — \u003cstrong\u003ePaola Uccelli, Professor of Education, \u003cbr\u003e  Harvard University\u003c\/strong\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\"I’ve worked with ‘mainstream’ content area teachers in my role as a program developer and school change coach for many years, focused on building their skill in working with the English Learners in their classrooms. In the past I’ve relied heavily on promoting the sheltered instruction practices (i.e. SIOP) that we know help make content accessible for students who are learning language. But until the DLLP appeared, we’ve never had a tool that allows mainstream teachers to understand where their students are in terms of their English language development.\u003cbr\u003e \u003cbr\u003e \"I see the need most immediately when teachers tell me standards-based assessments don’t reflect what they know their students know. What they are really saying is their students lack the language skills to provide rigorous, academic explanations of their knowledge. As a former science teacher, I could not be satisfied with watching a student engage in a lab activity. They also needed the scientific language skills to explain what they had done and what their results were. Guessing that they understood the concepts while failing to nourish and build their scientific language skills meant I was only doing half my job.\u003cbr\u003e \u003cbr\u003e \"The DLLP provides the tools to dig in and understand where students are in terms of their specific language development, and gives insight to every teacher on how to support and build those skills. The progressions are clear and intuitive, you don’t need to be a linguistics expert to work with them. In my role as a program developer the DLLP has been a game changer, giving ME a language and a skill I can support and nurture in all the teachers I work with.\"\u003c\/em\u003e -- Laureen Avery, Director, Northeast Regional Office\u003cbr\u003e\u003cem\u003e\"Despite the importance of language development for English Learner (EL) school success, teachers have surprisingly few research-based tools that enable them to observe and guide the language development process as it unfolds. This book provides \"Dynamic Language Learning Progressions\" that serve as a clear and easy-to-use framework for maximizing language learning and promoting formative progress monitoring in classrooms. WIDA is thrilled to have sponsored this ground-breaking work.\"\u003c\/em\u003e -- Tim Boals, Ph.D. WIDA Founder and Director\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"While teaching academic core content is what teachers focus on, teaching the language of the content to support English learners is a challenge. Alison Bailey, Margaret Heritage and colleagues skillfully weave these two together. They provide strategies for teachers to not only make the content language accessible to students, but also to demonstrate how to assess students’ ability to explain the content being taught through the DLLP. Teachers at Hope Online Learning Academy have begun implementing the DLLP. One teacher commented, \"When I started applying more language strategies to whole group instruction, I noticed a difference in my students′ oral language progressions.\" The DLLP strategies in Progressing Language Day-by-Day will benefit all teachers who work with English learners.\"\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e -- Carol Prais, English Language Specialist\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003eProgressing Students’ Language Learning Day by Day\u003cem\u003e is a practical guidebook which should be on every teacher’s bookshelf, dog-eared because of its valuable content and easy to implement style. The language development structures are applicable to all grade levels and all subjects areas especially since all of our classrooms are language development classrooms.\"\u003c\/em\u003e\u003cbr\u003e -- Michele R. Dean, Ed.D. Field Placement Coordinator \u0026amp; Lecturer, California Lutheran University\u003cbr\u003e\u003cem\u003e\"Formative assessment and analyzing student work can help teachers to better target their instruction of students.  The Dynamic Language Learning Progression (DLLP) approach to making use of formative assessments and for planning and implementing instruction across the content areas explored in Bailey and Heritage′s work will help all teachers to better meet the needs of the diverse learners, not only the English learners acquiring English as an additional language in their classrooms.\"\u003c\/em\u003e -- Katherine Lobo, ESL Teacher and Teacher Trainer, Newton South High School and Brandies University\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Paola Uccelli Preface Acknowledgments About the Authors About the Contributors PART I. LAYING THE GROUNDWORK Chapter 1. Definitions and Contexts Chapter 2. What Is the DLLP Approach?    Appendix 2A: Research Methods and Protocols    Appendix 2B: Directions for Teachers’ Tool for Documenting Language Features in the Classroom for Formative Purposes Chapter 3. Formative Assessment PART II. FEATURES OF THE DLLP APPROACH Chapter 4. Word Features of the DLLP Approach    Appendix 4A: Practice Finding the “Best Fit” on Sophistication of Topic-Related Vocabulary    Appendix 4B: Student Self-Assessment DLLP Graphic    Appendix 4C: Practice Finding the “Best Fit” on Sophistication of Verb Forms    Appendix 4D: Practice Finding the “Best Fit” on Expansion of Word Groups Chapter 5. Sentence Features of the DLLP Approach    Appendix 5A: Practice Finding the “Best Fit” on Sophistication of Sentence Structure Chapter 6. Discourse Features of the DLLP Approach    Appendix 6A: Practice Finding the “Best Fit” on Coherence\/Cohesion    Appendix 6B: Discourse Connector Lists    Appendix 6C: Practice Finding the “Best Fit” on Establishment of Advanced Relationships Between Ideas    Appendix 6D: Practice Finding the “Best Fit” on Stamina    Appendix 6E: Practice Finding the “Best Fit” on Perspective-Taking    Appendix 6F: Written Language Features of the DLLP Approach PART III. LEADING LANGUAGE AND CONTENT LEARNING Chapter 7. Leadership and Communities of Practice to Support DLLP Implementation    Appendix 7A: Agendas for Communities of Practice Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739821551959,"sku":"9781506358833","price":23.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781506358833.jpg?v=1720053221"},{"product_id":"making-evaluation-meaningful-transforming-the-conversation-to-transform-schools-9781506378893","title":"Making Evaluation Meaningful: Transforming the","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eRe-evaluate your perspective on teacher evaluation to truly transform school performance!\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003e\u003cstrong\u003e\u003cem\u003e \u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eThe tools, strategies, and reflections in this book provide realistic solutions to the problem faced by many schools: meaningless evaluation. A considerable amount of time, energy, and money is spent on the teacher evaluation process, yet the question remains whether it is truly transforming the learning of teachers and, therefore, students. \u003c\/p\u003e  \u003cp\u003e \u003c\/p\u003e  \u003cp\u003eThis practical guide shows how evaluation can become the tie that binds all school improvement activities together to:\u003c\/p\u003e  \u003cul\u003e\n\u003cli\u003eBring clarity and purpose to all educators making their roles more effective\u003c\/li\u003e\n\u003cli\u003eImprove teacher practice since they receive better support\u003c\/li\u003e\n\u003cli\u003eIncrease student achievement and overall school culture\u003c\/li\u003e\n\u003c\/ul\u003e  \u003cp\u003e\"For years, building leaders have been agonizing over teacher evaluations, pouring countless hours into a practice that consistently fails to produce the desired result; more meaningful conversations that produce improved quality instructional practices and increases in student achievement. In his book, Making Evaluation Meaningful, PJ Caposey shares a step by step framework filled with quick \u0026amp; easy to follow \"Tips for Tomorrow,\" as well as detailed examples to help you shift your mindset and behave yourself to a more effective instructional leader. This book will leave you questioning your own evaluation system while at the same time inspiring you to re-commit the time and resources needed to help grow and develop your teachers.\"\u003c\/p\u003e  \u003cp\u003e\u003cstrong\u003e—Jimmy Casas, Principal and CEO\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003e \u003c\/p\u003e  \u003cp\u003e\" PJ Caposey, through a practitioner lens, has developed an incredible guide that not only helps to demystify the evaluation process, but also provide ready-to- use strategies to ensure reflection and growth are the result. In the end evaluation must be meaningful for both parties. This book will help get you there.\"\u003c\/p\u003e  \u003cp\u003e\u003cstrong\u003e—Eric Sheninger, Author\/Consultant, Senior Fellow\/Thought Leader\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003e \u003c\/p\u003e  \u003cp\u003e\"PJ Caposey has developed a great resource on teacher evaluation that actually provides realistic, encouraging, and supportive guidance instead of an arbitrary checklist!\"\u003c\/p\u003e  \u003cp\u003e—Larry Ferlazzo, Teacher, Author and Education Week Teacher advice blogger\u003c\/p\u003e  \u003cstrong\u003eLuther Burbank High School, Sacramento, CA\u003c\/strong\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"PJ Caposey has developed a great resource on teacher evaluation that actually provides realistic, encouraging, and supportive guidance instead of an arbitrary checklist!\"\u003c\/em\u003e\u003c\/p\u003e -- Larry Ferlazzo, Teacher, Author and Education Week Teacher advice blogger\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"PJ Caposey does it again! He writes with authority, relevance, and passion about a topic often researched and often avoided by practitioners. He shares tips, needed mindset shifts as well as concrete examples of how to maximize the inherent power in the evaluation process. He outlines how to take a process required by law into a meaningful and powerful learning journey for all involved. Caposey masterfully lays out a coherent structure for making evaluation meaningful and for equipping would be evaluators with the \"how\" and \"why\" for conducting critical conversations. This compelling manuscript is a must read for graduate students studying to become school leaders and practicing school leaders alike.\"\u003c\/em\u003e\u003c\/p\u003e -- Mike Lubelfeld and Nick Polyak, school superintendents, authors of The Unlearning Leader\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Evaluation is an incredibly important and time consuming responsibility for educational leaders. Caposey shares practical methods and notions that will move your evaluation process from good to great. Promoting the success of every student is directly tied to the type of feedback evaluators provide to teachers. Making Evaluation Meaningful will change your mindset and push your school culture in a positive direction.\"\u003c\/em\u003e\u003c\/p\u003e -- Brad Currie, Dean of Students and Supervisor of Instruction\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Quality feedback informs and provides practical suggestions for improvement and is pivotal if the goal is to improve teaching and learning. PJ Caposey, through a practitioner lens, has developed an incredible guide that not only helps to demystify the evaluation process, but also provide ready-to- use strategies to ensure reflection and growth are the result. In the end evaluation must be meaningful for both parties. This book will help get you there.\"\u003c\/em\u003e\u003c\/p\u003e -- Eric Sheninger, Author\/Consultant, Senior Fellow\/Thought Leader\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"One of the most daunting and frustrating challenges for school leaders is making teacher evaluation count. Implementing a model is not enough. Through practical examples, PJ Caposey has discovered how to do the things school leaders want to do—build on strengths, develop shared meaning, and ultimately improve student learning. These goals are attainable with the principles shared in \u003c\/em\u003e\u003cem\u003eMaking Evaluation Meaningful\u003c\/em\u003e\u003cem\u003e.\"\u003c\/em\u003e\u003c\/p\u003e -- David Geurin, Graduate Education Professor\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"PJ Caposey′s book Making Evaluation Meaningful is an important read for administrators and teacher evaluators as it addresses the overarching challenges with teacher evaluation, starting with the biggest issue in education, oversimplification. The book seeks to provide solutions that make evaluators more adept at providing teachers with better feedback to ultimately improve the learning culture in a school.  Evaluation undoubtedly impacts culture, so the way we approach the process can and will have ripple effects.\"\u003c\/em\u003e\u003c\/p\u003e -- Starr Sackstein, Author\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"For years, building leaders have been agonizing over teacher evaluations, pouring countless hours into a practice that consistently fails to produce the desired result; more meaningful conversations that produce improved quality instructional practices and increases in student achievement. In his book, Making Evaluation Meaningful, PJ Caposey shares a step by step framework filled with quick \u0026amp; easy to follow \"Tips for Tomorrow,\" as well as detailed examples to help you shift your mindset and behave yourself to a more effective instructional leader. This book will leave you questioning your own evaluation system while at the same time inspiring you to re-commit the time and resources needed to help grow and develop your teachers.\"\u003c\/em\u003e\u003c\/p\u003e -- Jimmy Casas, CEO\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword Preface Acknowledgments About the Author Introduction    Being an Effective Instructional Leader Takes Practice    Learn From Mistakes    Rethink Established Theories    Don’t Neglect the Why and How    Focus on the Goal: Improving Practice 1. Realize Evaluation Undoubtedly Impacts Culture    Cultural Impact of Evaluation    Changes 2. Master the Technical Elements of the Tool    Close Reading    Time in Classrooms    Understanding of Best Practice    Creating a Crosswalk    Suggestion for Improvement Bank    Staying Current With Trends 3. Leverage the Opportunity Presented at a Pre-conference    Typical Pre-conference Experience    Pre-conference Versus Job Interview    Meaningful Pre-conference Questions    Framework Alignment    When a Pre-conference Goes Wrong    Re-recruitment 4. Possess a Game Plan for Every Observation    Three Typical Observational Practices    The Hybrid Solution    Reflective Conference Impact 5. Create a Process for Self-Reflection    Self-Assessment Dos and Don’ts    Guided Practice    Understand Evaluator Fear of Self-Assessment    Auxiliary Benefits    Evaluator Self-Assessment 6. Be Cognizant of the Questions Driving Effective Evaluation    Driving Questions    Are Suggestions for Improvement Present Across All Domains and Do They Exist for Components Rated Proficient as Well as Needs Improvement or Unsatisfactory?    Are the Suggestions Provided Research Based and Grade and Content Appropriate for Each Teacher?    Does Feedback Link District Initiatives and Goals to Individual Teacher Performance?    Does the Administrator Explain the Why and How Behind Suggestions for Improvement?    Do Themes or Tendencies Emerge?    Is There Evidence of Framework Mastery for the Evaluator?    Is the Tone and Type of Language (Direct and Indirect) the Same Across All Evaluation Summaries?    Does the Evaluator Provide Context and an Understanding of the Personal and Professional Growth of the Teacher?    Does the Evaluator Provide Concrete Goals for Future Performance Outlined With Accountability Measures?    Does the Evaluator Communicate as if They Mutually Own the Future Growth of the Teacher?    Is Feedback Provided in a Consistent and Easy-to-Understand Manner? 7. The Reflective Conference    Fight Climbing the Ladder of Inference    Talk Less Than the Teacher    To Serve, Not to Convince    Questions Without Answers    The Answer Is Within Them    Schedules Match Priorities    Establish Goal Areas    Tips for Success for All Types of Reflective Conferences 8. Communicate for Teachers, Not to Them    Effective Feedback Strategies    9. Personalized Professional Development: Mutually Own Future Growth    Establishing a Personalized Professional Development Plan for Teachers    What Happens if I Am Not an Expert in This Area? Conclusion (and a Note to Superintendents)    A Note to Superintendents Resource: Suggestions-for-Improvement Bank References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739823223127,"sku":"9781506378893","price":29.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781506378893.jpg?v=1720053226"},{"product_id":"getting-into-teacher-training-passing-your-skills-tests-and-succeeding-in-your-application-9781526427793","title":"Getting into Teacher Training: Passing your","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eAre you thinking about applying to teacher training in England?  Not sure where to start or what to expect?\u003cbr\u003e  \u003cbr\u003e  \u003c\/strong\u003eThis is your comprehensive go-to guide with helpful information and advice to help you on this very special journey ahead! Written by experts on initial teacher training in England, this guide:\u003c\/p\u003e  \u003cul\u003e\n\u003cli\u003ehelps you understand the many different routes in to teaching \u003c\/li\u003e\n\u003cli\u003eprovides essential information about the education sector and the different types of state schools \u003c\/li\u003e\n\u003cli\u003eoffers advice and practice tests to pass the mandatory Professional Skills tests in numeracy and literacy \u003c\/li\u003e\n\u003cli\u003egives insight about the application process and helpful tips to confidently face your interview \u003c\/li\u003e\n\u003c\/ul\u003e  \u003cp\u003eEverything you need to know to secure your place on a teacher training course - now in one easy accessible guide!\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction Chapter 1: Teacher training and routes into teaching Chapter 2: It′s all about teaching and schools Chapter 3: The Literacy Skills Test Chapter 4: The Numeracy Skills Test Chapter 5: Teacher training, applications and interviews Chapter 6: What is teacher training really like?","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48739934175575,"sku":"9781526427793","price":29.6,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781526427793.jpg?v=1720053455"},{"product_id":"is-assessment-fair-9781526474940","title":"Is Assessment Fair?","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eFairness in educational assessment has become a major talking point and allegations that assessments are unfair are commonplace on social media and in the press. But what does fairness mean in practice and how can we evaluate it?\u003c\/p\u003e  \u003cp\u003eThis book offers a timely and necessary investigation, exploring the concept through the lenses of: measurement theory, social justice, the law and philosophy in order to put forward a template for fairness in educational assessment.\u003c\/p\u003e  \u003cp\u003eDrawing on international examples from the UK, US, Australia and South East Asia, this book offers a commentary on fairness that is highly relevant to the changing context of assessment today.\u003c\/p\u003e  \u003cp\u003eIf you have a professional or academic interest in educational assessment, are a education policymakers or are just interested in working to make assessment fair, then this book is for you! \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis is a wide-ranging – from Aristotle to Big Data – view of fairness in educational assessment, that covers usually neglected areas such as philosophical and juridical underpinnings, while carefully explaining technical aspects in accessible terms.  Scholarly and thorough, it never loses sight of the fact that fairness affects real people – teachers, parents, employers, higher education and most importantly students – who sometimes have only one shot at doing well in an increasingly narrow assessment system. \u003c\/p\u003e \u003cbr\u003e -- Dr Tina Isaacs\u003cbr\u003e\u003cp\u003eNisbet and Shaw provide a comprehensive and thoughtful discussion of fairness in assessment, and far beyond assessment, employing multiple lenses (measurement theory, professional standards, law, philosophy, and social justice) to examine fairness from different angles, and their analyses of the concept will certainly enrich discussions of its use in assessment.\u003c\/p\u003e \u003cbr\u003e -- Michael Kane\u003cbr\u003e\u003cp\u003eEveryone wants educational assessment to be valid and fair, but what do these terms really mean in practice? Over the last 50 years, a great deal of effort has gone in understanding what we really mean by validity, but what we mean by fairness has received little attention—until now. In this important, timely, and highly readable book, Isabel Nisbet and Stuart Shaw offer us a comprehensive set of perspectives on assessment—theoretical, professional, legal, philosophical and social justice—that enables to see how debates about whether particular assessment practices are fair are often really disguised debates about what fairness means. As issues of fairness assume greater importance in the coming years, the book will be an invaluable guide to thinking clearly about the challenges that all those professionally and personally involved in educational assessment will face in making assessment fairer.\u003c\/p\u003e -- Dylan Wiliam\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eChapter 1: Introducing fairness Chapter 2: Fair assessment viewed through the lenses of measurement theory Chapter 3: Fair assessment viewed through the lenses of professional standards, guidelines and procedures Chapter 4: Fair assessment viewed through the lenses of the law Chapter 5: Fair assessment viewed through the lenses of philosophy Chapter 6: Fair assessment viewed through the lenses of social justice Chapter 7: Conclusions, challenges and a template for fairness","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48739944726871,"sku":"9781526474940","price":105.29,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781526474940.jpg?v=1720053484"},{"product_id":"identifying-assessing-and-supporting-learners-with-dyscalculia-9781526491183","title":"Identifying, Assessing and Supporting Learners","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e***** Online Resources are open access. No code is required *****\u003c\/strong\u003e\u003cbr\u003e \u003cbr\u003e It is vital to understand the challenges and provide the right support for learners with dyscalculia and specific learning difficulties in mathematics.  \u003cbr\u003e \u003cbr\u003e The book provides:\u003cbr\u003e   \u003cbr\u003e • an overview of current research explaining the nature and causation of dyscalculia\u003cbr\u003e • guidance on the identification of dyscalculia\u003cbr\u003e • examples of how to carry out informal and formal assessments\u003cbr\u003e • an explanation of the principles of multisensory mathematics teaching \u003cbr\u003e • an outline of a structured programme (for learners aged 5-14), together with examples of lesson planning and activities. \u003c\/p\u003e \u003cp\u003eDesigned for teachers specialising in the assessment and teaching of learners with dyscalculia, and those undertaking courses leading to Approved Teacher Dyscalculia (ATD) and Associate Membership of the British Dyslexia Association (AMBDA), the book is useful to any professional looking for an understanding of this area of specific difficulty.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eKelly provides up-to-date and accessible information for practitioners supporting children with dyscalculia. A strength of this book is the integration of theory and practice; providing those working with children the knowledge  base they need to support children effectively.  -- Dr Helen Curran\u003cbr\u003eA comprehensive, engaging and accessible book offering pertinent insights into the nature, identification and assessment of dyscalculia along with practical guidance on effective intervention. Essential reading for any professional who wishes to enhance their knowledge and practice in supporting learners who struggle with mathematics. -- Dr Pamela Moffett\u003cbr\u003eThis long awaited text books clearly explains the complexity of dyscalculia while providing practical guidance and helpful examples of how to support learners in the classroom.  Well written, accessible and full of practical ideas, it is an essential text book for anyone interested in supporting learners with SpLD.  -- Rhiannon Packer\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction Part I: Dyscalculia and Mathematics Related Difficulties: Setting the Context Chapter 1: The Nature of Dyscalculia Chapter 2: Differences and Similarities between Dyscalculia and other Mathematics Related Difficulties Chapter 3: The Role of Memory in Learning Mathematics Chapter 4: Cognitive Processing Difficulties (and Abilities) Chapter 5: Mathematics Anxiety Part II: Identification and Assessment of Dyscalculia Chapter 6: Screening Procedures Chapter 7: Assessment of Memory Chapter 8: Assessment of Basic Number Skills Chapter 9: Assessment of Cognitive Thinking Style in Mathematics Chapter 10: Assessment for Visual Stress Chapter 11: Writing an Assessment Report on Mathematics Related Difficulties Part III: Planning an Intervention for Learners with Mathematics Difficulties Chapter 12: Models of Mathematical Development Chapter 13: Planning a Programme of Support Chapter 14: Multisensory Mathematics Teaching and Lesson Planning Chapter 15: Mathematical Vocabulary Chapter 16: Developing Number Concept and Mathematical Relationships Chapter 17: Deductive, Inductive and Abductive Reasoning Part IV: Practical Teaching Examples Chapter 18: Using Mathematical Models to Develop Relational Understanding Chapter 19: Visualisation Chapter 20: Problem-solving Approaches Chapter 21: Linking Concepts to Everyday Events Appendices Appendix 1 (a) Digit Span Tasks Appendix 1 (b) Visual Sequential Memory: Symbols Appendix 1 (c) Visual-spatial Memory: Grids Appendix 2: Outline of Programme (and Record Sheet) Appendix 3 Solution to Algebra Problem (Grid Method)","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48739950559575,"sku":"9781526491183","price":39.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781526491183.jpg?v=1720053495"},{"product_id":"the-what-why-and-how-of-assessment-a-guide-for-teachers-and-school-leaders-9781529752557","title":"The What, Why and How of Assessment: A guide for","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eHow do teachers develop their understanding of the foundation principles of assessment , stay up to date with the latest classroom approaches and have the confidence to evaluate and question the effectiveness of new methods?\u003cbr\u003e \u003cbr\u003e This professional resource for teachers supports them to understand the \u003cem\u003ewhat,\u003c\/em\u003e \u003cem\u003ewhy\u003c\/em\u003e and \u003cem\u003ehow\u003c\/em\u003e of assessment. It provides key knowledge on the types and purposes of assessment and explores key themes such as validity, reliability and fairness.  It explores assessment in practice offering practical support for busy teachers and takes an in-depth look at how qualifications are designed and developed and how examinations are marked, graded and regulated. \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction Part 1: The principles of assessment What is assessment? Validity Reliability Fairness and ethics Standards and comparability Part 2: Assessment principles in action Assessment by exam boards Assessment in schools Assessment in society (beyond schools) Assessment and neurodiversity Assessment and mental health The future of assessment Glossary","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48740316807511,"sku":"9781529752557","price":83.29,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781529752557.jpg?v=1720054395"},{"product_id":"the-standards-based-classroom-make-learning-the-goal-9781544324203","title":"The Standards-Based Classroom: Make Learning the","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eWin big in the standards-based classroom!\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eStandards-Based Learning (SBL) is NOT standardization. In fact, when we recognize the central purpose of SBL, which is to make learning the goal for all students, we can design systems and structures that are more personal, more flexible, and more engaging—for us and for our students.\u003c\/p\u003e  \u003cp\u003eAt its core, SBL simply asks us to organize our teaching and learning around three questions. These questions guide the creation of targets, the development of assessments, the instructional planning, and the systems to communicate learning.\u003c\/p\u003e  \u003cp\u003e•            Where do we want our learners to go?\u003cbr\u003e  •            How do we know where our learners are in relation to where we want them to go?\u003cbr\u003e  •            How do we move them from where they are towards or beyond where we want them to be?\u003c\/p\u003e  \u003cp\u003eWhile simple at the core, the transition to a standards-based classroom is anything but. The complexity comes in the implementation, the integration into existing systems, and the difficult task of moving away from what’s most comfortable. \u003cem\u003eThe Standards-Based Classroom\u003c\/em\u003e provides practical strategies and steps based on many years of both failures and successes to support educators during this transition to a standards-based system. The accessible and concrete examples, tools, and templates in the book can be adapted into any classroom. Teachers who are new to SBL will understand the parts, experienced teachers will see the connections to current practices, and all educators will realize the potential SBL has to transform learning.\u003c\/p\u003e  \u003cp\u003e \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\"This book takes much of the guesswork out of becoming a highly efficient and effective teacher in a standards-based system. The authors have thought deeply about (and explained) many of the ′road block′ issues and provide both theory and practice to support teachers doing this work. This system helped me as the instructor and helped my students achieve at the level in which they desire. \u003c\/em\u003eThe Standards-Based Classroom \u003cem\u003eleans on the work of the experts in the field in a very pragmatic way and makes it a great resource for teachers seeking to engage in standards-based work.\"\u003c\/em\u003e\u003cem\u003e\u003cbr\u003e \u003c\/em\u003e -- Dr. Tom Buckmiller, Professor of Education, Drake University\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"If you are looking for that one book that explains teaching and learning, then this is it. Full of practical advice, suggestions, and further readings, the authors discuss and illustrate concepts with a clarity that is seldom witnessed in educational literature.\"\u003c\/em\u003e\u003c\/p\u003e \u003cbr\u003e -- Dr. Ken Darvall, Principal, Tema International School\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003eThe Standards-Based Classroom: A Practical Approach \u003cem\u003ereally is practical! With a plethora of examples and models and great suggestions that are organized to be easily read and quickly learned, this book is a must-have for any teacher considering stepping up their game to increase student learning.\u003c\/em\u003e\u003cem\u003e\"\u003c\/em\u003e -- Renee Peoples, Teaching and Learning Coach, Swain County Schools\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Most of us know that middle and especially high school educators can be reluctant to implement authentic standards-based learning, including grading and reporting. By having secondary authors and practitioners speaking to secondary educators, this book is right on target for what’s needed in the field right now and captures the right spirit of what standards-based learning is all about.\"\u003c\/em\u003e\u003cbr\u003e \u003cbr\u003e \u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cbr\u003e -- Becca Lindahl, Ed.D., Professional Learning \u0026amp; Leadership Consultant\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003e\u003cem\u003eThis book is important because of its relevancy for teachers who are implementing or transitioning to standards-based learning or want to do so. As educators, we are always looking for ways to improve our craft, and readers will find this to be a great resource. In this book, teachers will find answers to common questions and concerns related to standards-based learning environments and develop confidence to communicate with students, parents, and colleagues regarding the change in practice. They will also gain much needed practical advice, examples, and processes to implement in a standards-based classroom.\"\u003cbr\u003e \u003c\/em\u003e -- Garnet Hillman, Author and Educational Consultant, Hillman Consulting\u003cbr\u003e\u003cem\u003e\"This book provides practical, realistic, and useful guidance to achieve its desired outcome. The authors take the 50,000-foot view of the best instructional, assessment, grading, and reporting practices that comprise the different parts of standards-based learning and integrate them into a practical system that improves learning for all students. Then they go to ground level to show how each piece works. \u003c\/em\u003eThe Standards-Based Classroom \u003cem\u003eprovides an outline or blueprint for developing a system that will improve the opportunities for learning for all students. \"\u003c\/em\u003e\u003cem\u003e\u003cbr\u003e \u003c\/em\u003e -- Hugh O′Donnell,  Education Consultant, Mentor Learning, LLC\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"\u003c\/em\u003eThe Standards-Based Classroom\u003cem\u003e provides teachers with a practical guide to implement standards-based learning in their classrooms. The authors provide a perfect balance of context and commentary, practical examples, challenges, and suggestions for further exploration. Readers can use this book to transform their pedagogy and practice to better meet the needs of all learners with a standards-based approach.\"\u003c\/em\u003e\u003c\/p\u003e \u003cbr\u003e -- Brian M. Stack, High School Principal,  Sanborn Regional High School, NH\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eFOREWORD BY KEN O’CONNOR ACKNOWLEDGMENTS ABOUT THE AUTHORS INTRODUCTION SECTION I: ARTICULATE DESIRED RESULTS Chapter 1: Developing K-U-Ds Chapter 2: Creating Learning Targets Chapter 3: Building Learning Scales Chapter 4: Collaborating With Special Educators SECTION II: DEVELOP TARGETED ASSESSMENTS Chapter 5: Summatively Assessing Learning Chapter 6: Formatively Assessing Learnin SECTION III: DESIGN EFFECTIVE INSTRUCTION Chapter 7: Designing Instruction Chapter 8: Differentiating by Readiness SECTION IV: MONITOR AND COMMUNICATE LEARNING Chapter 9: Monitoring and Grading Learning Chapter 10: Communicating With Families CONCLUSION REFERENCES INDEX","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740473667927,"sku":"9781544324203","price":29.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544324203.jpg?v=1720054788"},{"product_id":"feedback-for-continuous-improvement-in-the-classroom-new-perspectives-practices-and-possibilities-9781544361574","title":"Feedback for Continuous Improvement in the","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eFeedback for Continuous Improvement in the Classroom\u003c\/em\u003e shows how to plan, enact, and reflect on feedback practices within lessons and across units using a new accessible, comprehensive, and innovative framework.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\" \u003c\/em\u003e\u003cem\u003eI love the book! It was a quick read and super useful. As an educational leader on the ground, I found the clarity of the spoken feedback chapter a \"for sure we need to study\" at my site. Teachers love to give verbal feedback, but meaningful feedback that acknowledges the work, gives specifics, and pushes for students to continue to grow is a hard balance. I also find the chapter on nonverbal feedback extremely useful, especially when we think of students new to the country where English may be a second or third language. When I think about newcomers, they are on constant overload. They are listening to a language they do not fully understand, reading a language that may be very odd, and trying to understand what someone is saying. The combinations of spoken, nonverbal, and written feedback suggested in this book can make a tangible difference. Regardless of what levels of language learners are in your classroom, everyone wants to be better and grow. Can’t wait to grab \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e for my staff when it comes out! \u003c\/em\u003e\" -- Amber Andrade\u003cbr\u003e\"\u003cem\u003eI enjoyed this book, and if you are an educator keen to provide feedback that is effective and equitable for your students, so will you. The book covers some territory that may initially be familiar, with formative assessment practices as its backdrop, but it does so from new vantage points and with connections to a slew of different strategies that can deepen those practices so teachers provide feedback to advance student learning or to facilitate their students in providing feedback to one another or engaging in self-driven formative feedback. The power of this book stems from the different ways the authors support the reader’s own learning—they use some of the very techniques they are promoting with our students. Using guiding questions and the SOLO taxonomy, the reader is invited to gauge their own learning about formative assessment and feedback along the way. \"Scaffolds and Guided Practice\" sections, discussion starters, and activities for lesson study and professional learning communities as well as \"Try It Tomorrow\" ideas that include useful tips for using technology to efficiently record and share feedback provide opportunities for educators to try out suggestions. A \"Ticket Out the Door\" section at the close of each chapter prompts both further practice and reflection. All this adds up to skillfully answering the central question of the book: How can we use feedback effectively and equitably to ensure all of our students are ready for college and the workplace because they know how to and are able to use feedback for continuous improvement?\u003c\/em\u003e\u003cem\u003e\"\u003c\/em\u003e -- Alison Bailey\u003cbr\u003e\"\u003cem\u003eThis book couldn’t be more timely. As the world heals from a pandemic and school leaders and teachers are expected to accelerate student learning and address their social-emotional needs, the commitment to feedback for all can help us feel and be more connected. I appreciate the focus on equity and excellence that lies at the heart of each chapter. Duckor and Holmberg understand that formative assessment and continuous feedback are critical to engaging, eliciting, and extending student learning. This book provides concrete research-based tools with videos, reflective questions, vignettes, and self-assessments to help us engage students in their learning through formative feedback. If your staff engage in these practices, your students are sure to benefit!\u003c\/em\u003e\" -- Blanca Baltazar-Sabbah\u003cbr\u003e\"\u003cem\u003eFeedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities\u003c\/em\u003e \u003cem\u003eis an absolute must-have for educators energized to close existing opportunity gaps by putting student work back at the center of learning. By using formative feedback as a tool to create schools that \"work for all students,\" Duckor and Holmberg weave authentic stories, practical strategies, and evidence-based practices that capitalize on their extensive partnerships with PreK–12 schools. Targeted for pre-service and in-service teachers, school administrators, and teacher educators, this book is essential for any educator searching for how to enact transformational practices. I loved it and I am confident my teacher candidates will, too!\u003c\/em\u003e\" -- Nicole Barnes\u003cbr\u003e\"\u003cem\u003eBrent Duckor and Carrie Holmberg’s \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities\u003cem\u003e is a \"must-read\" for educators at every level. It is chock-full of practical examples and guiding questions and is the perfect guide for improving assessment practices in classrooms. I intend to use it in a book study with educators in my work this year.\u003c\/em\u003e\" -- Carrie Bosco\u003cbr\u003e\"\u003cem\u003eThe authors’ commitment to every child having the right to learn as part of democratic education shines through the book, as does their commitment to feedback as the exchange of information that serves as the link between equity and excellence. Throughout the text, research evidence is interleaved with practical examples and prompts for reflection and self-assessment. The classroom examples in particular resonated with me. Throughout, the nature of and possibilities for student participation are outlined with sensitivity and respect for student ideas and agency. I can readily imagine that \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e could anchor productive and provocative individual and collective learning aligned with the authors’ vision of education as an opportunity for students and teachers to learn, care, and experience joy.\u003c\/em\u003e\" -- Bronwen Cowie\u003cbr\u003e\"Feedback for Continuous Improvement in the Classroom\u003cem\u003e is a deft, accomplished guide to an important but seldom examined feature of teaching. While reforms come and go, feedback will remain an enduring feature of teachers’ work in our schools. Both novice and mid-career teachers will benefit from this book.\u003c\/em\u003e\"\u003cbr\u003e \u003cbr\u003e -- Larry Cuban\u003cbr\u003e\"\u003cem\u003eBusy practitioners want to know what to do tomorrow. Duckor and Holmberg’s\u003c\/em\u003e Feedback for Continuous Improvement in the Classroom\u003cem\u003e delivers the try it tomorrow and tech tips to get feedback happening now in your classroom. Putting aside the dysfunctional detail and stale ideas about the role of rubrics, the authors open up new possibilities with progress guides for student, peer, and teacher-led assessment that deepen learning. All teacher educators can use this book as a resource to teach the how and the why while getting new feedback processes and routines up and running with novices and more seasoned instructors at your school. Both practical and philosophically grounded, this book is a worthy addition to the playbook of any progressive, equity-minded educator.\u003c\/em\u003e\" -- Ben Daley\u003cbr\u003e\"\u003cem\u003eDuckor and Holmberg’s latest book, \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e,\u003cstrong\u003e \u003c\/strong\u003echallenges society’s obsession with grades, turning our attention toward ways in which specific, timely formative feedback invites TK–12 students to reflect upon, deepen, and stretch their thinking, shedding light on understanding and possibilities. This is the real work of teaching and learning. Going beyond the research findings, this book proposes actionable ways teachers might better embed formative feedback into their curriculum, creating a feedback-rich school culture—one classroom, one student at a time.\u003c\/em\u003e\" -- Annamarie M. Francois\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003e\u003cem\u003eThere are many books on feedback, but hardly any have sticking power. Brent Duckor and Carrie Holmberg’s\u003c\/em\u003e Feedback for Continuous Improvement in the Classroom\u003cem\u003e is a deep winner. It is comprehensive yet specific and powerful in all respects. The chapter formats are well-designed for garnering author insights, using guiding questions, identifying purpose-driven feedback goals, and accessing a plethora of tools, organizers, videos, and touchpoints to advance schools and systems from inside the classroom. The core of their action-oriented formative feedback framework is crystal clear and well-aligned with other reform efforts across California and beyond. The book is based on the premise of teacher-driven, teacher-led change that enables leaders in the building as well as peers to join as guides on the side in the promise of effective feedback for all children. I especially liked the chapter on peer-driven feedback with its guiding questions and other tools to promote focused collaboration in the classroom. The authors provide very clear distinctions about what peer-driven formative feedback is and isn’t and they consistently offer practical tips and to-do’s to bring everyone toward deeper learning and consensus on what matters. All in all, Duckor and Holmberg’s latest book is a treasure trove of ideas, insights, and schemas that benefit individuals as well as teams and groups of teachers. It covers the gamut of feedback exchanges from individuals to small groups to the whole class and back to oneself. This is a true accomplishment, in large part, based on their deep experiences with middle and high school assessment reform for many decades.\u003c\/em\u003e\u003cem\u003e\"\u003c\/em\u003e -- Michael Fullan\u003cbr\u003e\"\u003cem\u003eDuckor and Holmberg’s \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e fills an important gap between the general knowledge that formative feedback is critical for supporting student learning and the knowledge of how to actually provide students the feedback that will support them best. The power of the book lies in the balance between a framework that provides a comprehensive view of the different contexts and types of feedback and the specific details of how those factors shape what the most effective feedback structures and approaches look like in practice. This work will be critical to policymakers looking to better connect systems of support to the daily work of equity-driven teaching and learning in California schools.\u003c\/em\u003e\" -- H. Alix Gallagher\u003cbr\u003e\"\u003cem\u003eIn \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e,\u003cstrong\u003e \u003c\/strong\u003eBrent Duckor and Carrie Holmberg combine important scholarly insights from past and current reforms with deep knowledge from their work as expert educators to produce a blueprint for building equitable schools that enable all students to learn and grow continuously. The book’s focus on classroom teaching with rich tasks and real-world projects aptly re-centers the need for authentic assessment in the 21st century. By bringing forth a vision of the future that builds firmly on past reform, Brent and Carrie’s work offers policymakers and practitioners a solid foundation for progress in supporting success for all.\u003c\/em\u003e\" -- Linda Darling Hammond\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003e\u003cem\u003eIn their compelling book, Duckor and Holmberg make a powerful, nuanced case for the necessity of feedback for a democratic education. They spell out why and how both teacher-driven and student-driven feedback works, offer lots of practical advice (including many examples of feedback as well as advice from teachers), and provide structured opportunities for readers’ reflection and self-assessment. Anyone who wants to understand the value of feedback and how to put it into practice to benefit learning should definitely read this book.\u003c\/em\u003e\" -- Margaret Heritage\u003cbr\u003e\"\u003cem\u003eTeachers in different types of schools, regions, and cultural contexts will all find this book very relevant and helpful to their work. As formative assessment has become an important ingredient in classroom instruction, the question of how to give formative feedback follows naturally. Yet, limited resources are available on feedback. This book provides a framework to understand formative feedback as well as many concrete suggestions on how to take action in various classroom settings. With guiding questions, definition boxes, and well-selected examples, the chapters are easy to read and the tips from the authors are easy to implement. In summary, Duckor and Holmberg’s \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e\u003cstrong\u003e \u003c\/strong\u003eis a wonderful reference on formative feedback. It will be worthwhile to have different language versions of this book so that teachers in other countries and regions can benefit from it, too.\u003c\/em\u003e\" -- Xiaoting Huang\u003cbr\u003e\"\u003cem\u003eFeedback has been argued to be an important and powerful tool in a teacher’s pedagogical repertoire, and yet it often remains fleeting and practiced without deep considerations of the complex suite of curricular ideas and instructional and assessment strategies that can empower learners and learning. Duckor and Holmberg’s \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e is a research-informed, authentic, and easy-to-read book that provides practitioners with a comprehensive understanding of formative feedback that can improve their practices and increase student engagement and learning. The book beautifully weaves together theory, research, evidence, examples, and practical ideas in a highly accessible manner to help teachers effectively mobilize feedback in constructive and powerful ways in their classrooms. Through their formative feedback framework, Duckor and Holmberg have produced a fantastic resource for teachers in any educational setting to reflect on their own practice; engage deeply with fundamental ideas on feedback, rich tasks, learning goals, learning contexts, configurations, modalities, and directionalities of feedback; and ultimately bring their feedback practices to the next level.\u003c\/em\u003e\" -- Dennis Kwek\u003cbr\u003e\"\u003cem\u003eHuge kudos to Brent Duckor and Carrie Holmberg for offering our communities Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities. The depth, breadth, and practicality of this book will be a great tool for teachers and those who support teachers in improving teaching, learning, and assessment. Our own gold standards for project-based learning design and teaching elements are highly aligned with the tools and processes detailed in Duckor and Holmberg’s book. Their unique focus on long-cycle projects, utilizing different lenses on feedback with shared progress guides, is a welcome innovation. There are many synergies, including elements of reflection, critique, and revision and student voice and choice in our design elements, and assessment and scaffolding of student learning in our teaching elements at PBL Works. Our curriculum and teacher consulting teams at the Buck Institute for Education (PBL Works and PBL Now) look forward to sharing \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities\u003cem\u003e and its strategies with the teachers and education leaders we work with across the United States and the world.\u003c\/em\u003e\" -- Bob Lenz\u003cbr\u003e\"\u003cem\u003eThere is a general consensus in the field that instructional feedback has great potential to improve a range of student outcomes. However, questions of how it works, for whom, and under what instructional circumstances still stand.\u003c\/em\u003e Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities\u003cem\u003e will help you to get answers to these—and many other—questions. If you want to understand the nature, purpose, applications, processing, and caveats of feedback, this book is for you. It is a terrific resource for teacher candidates, in-service teachers, and researchers who want a quick yet thorough introduction to the field of feedback. Thank you for this terrific volume!\u003c\/em\u003e\" -- Anastasiya Lipnevich\u003cbr\u003e\"\u003cem\u003eDuckor and Holmberg have given us a roadmap to deepen feedback with concrete tools to deepen assessment for learning in our district. The introduction of progress guides to our teachers’ classroom assessment repertoire led to a shift in a group of educators, immediately appearing in math and science classrooms of participating teachers. These guides opened up new possibilities for self and peer-led assessments; we’d been waiting to provide that purposeful feedback that moves student learning forward. The teachers, staff, and instructional coaches jumped on board. Practical and innovative, this book is different. It is equity in action for all our kids.\u003c\/em\u003e\" -- Elida MacArthur\u003cbr\u003e\"\u003cem\u003eThis impressive, scholarly book is destined to become a seminal text on formative feedback, primarily because it puts myriad feedback practices at the epicenter of student achievement in a systematic way. In ten clearly written chapters, the authors present feedback practices that are based on contemporary research as well as classroom constraints and realities, with an emphasis on how feedback connects with ambitious teaching and equity. It is unique in providing an in-depth, comprehensive, engaging, and research-based treatment of all aspects of providing formative feedback that enhances student learning, including spoken, nonverbal, written, peer-based, individual, and small-group feedback. Notably, each chapter contains numerous learning aides, including teacher reflections and quotes, videos, author insights, guiding questions, examples, templates, and chapter recaps that will enhance practitioner applications to unique contexts.\u003c\/em\u003e\" -- James McMillan\u003cbr\u003e\"\u003cem\u003eEvery part of this book points at the purpose of public investment in education in any democracy. Feedback is not a luxury or afterthought. It must be practiced in every classroom and experienced in our schools. The power of formative feedback in the classroom—by all and with all—is on display in Duckor and Holmberg’s work. This timely book focuses on the habits of feedback that true democracy—with a small d—requires of us all!\u003c\/em\u003e\" -- Deborah Meier\u003cbr\u003e\"\u003cem\u003eProviding students with effective feedback is an important aspect of teaching, as it can significantly contribute to their learning and, ultimately, their achievement. By providing frequent, constructive, and instructive feedback to students, teachers can begin to bridge the gap between a student’s current state and the desired student outcomes.\u003cstrong\u003e \u003c\/strong\u003eDuckor and Holmberg’s \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities\u003cem\u003e provides a well-conceived and accessible framework for teachers, instructional coaches, and professional developers for considering how to better incorporate student feedback on a more consistent basis throughout the learning cycle. The text will be a useful resource for all educators.\u003c\/em\u003e\" -- Tonya R. Moon\u003cbr\u003e\"\u003cem\u003eIt is no secret that improving student learning requires deep collaboration and problem solving, which requires specific purpose-driven feedback guided by the desire to improve. \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e provides educators a road map with specific processes and structures that enhance effective feedback for the purposes of improving learning goals that are supported by rich learning tasks.\u003c\/em\u003e\" -- Matt Navo\u003cbr\u003e\"\u003cem\u003eAcclaimed African American educator and civil rights activist who was a national advisor to Franklin D. Roosevelt, Mary McCloud Bethune, had a motto for school: Enter to learn, depart to serve. Highly skilled, equity-minded teachers are vital to the success of all students and the future of our country. To reach every child, we need teachers who see formative feedback as one of the core missions of school. Duckor and Holmberg’s latest book, \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e, equips the reader with a dynamic repertoire of teacher moves and strategies necessary to serve students effectively so that they will not only learn but thrive. It’s something the profession has needed for a long time and it’s well worth the read.\u003c\/em\u003e\" -- Jacquelyn Ollison\u003cbr\u003e\"\u003cem\u003eDuckor and Holmberg’s newest book lays out an important challenge for policymakers; one that is worth taking up as we rethink systems of support to address inequity. They start with the subtle yet obvious idea: Feedback for our students is the foundation of public education in a democracy. Then with the hard-earned wisdom of practice, they show how accessible this vision is. State accountability frameworks and support systems need to find room for the formative feedback framework presented here; this is our future. In the meantime, teachers, staff, and administrative leaders can use this book to initiate change for how students and educators experience education today.\u003c\/em\u003e\" -- Glen Price\u003cbr\u003e\"\u003cem\u003eIn China, we have a long history with the concept of feedback. Every master and apprentice relied on feedback to communicate. Sadly, in modern Chinese culture, \"face is bigger than sky;\" therefore, too often, it is not as easy to receive sincere and constructive feedback. We refrain from giving honest feedback not because we don’t want to but because we don’t know how. That’s why I was so excited when I found out that Duckor and Holmberg are putting together a book on such a crucial but neglected topic. With innovative insights and practical tips like this, I hope feedback in China may evolve to become the upgrade and substitute of \"traditional\" assessment, as it is more effective and more useful to the apprentice, especially in student-centered and project-based learning environments.\u003c\/em\u003e\" -- Terry Qian\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003e\u003cem\u003eNew teachers want resources to help them build relationships with children and young people—from day one. Advice and support from expert educators can help them grow their capacity to connect their passion for subject matter with good feedback practices to support student learning. Brent and Carrie’s latest book, \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e, is a remarkable resource for our new teachers and their mentors. Every chapter captures a dimension of formative feedback in the classroom and provides strategies to use and reflect upon. Rooted in research on what works, the book provides a blueprint for building teacher capacity to lead equitable and equity-focused classrooms and schools. It empowers all of us who support the teaching profession to envision what a focus on growth, care, and connection with our students truly means. Teachers are deeply respected in these pages and all are invited to improve continuously.\u003c\/em\u003e\u003cem\u003e\"\u003c\/em\u003e -- Mary Vixie Sandy\u003cbr\u003e\"\u003cem\u003eThis is a major piece of work on feedback, one that is teacher-friendly and caring. Teachers and teacher educators will have a major source of information on formative feedback in all its variations at their fingertips.\u003c\/em\u003e\" -- Rich Shavelson\u003cbr\u003e\"\u003cem\u003eIn their latest book, \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e, Duckor and Holmberg have done a beautiful job of attending to the relational and collaborative aspects of meaningful feedback. Once again, ambitious teaching is seamlessly interwoven with research-based formative assessment strategies. By emphasizing a focus on long-cycle projects, rich tasks, and other meaningful assignments—those that offer opportunities for deeper feedback exchanges in the classroom—they successfully demonstrate why feedback is what makes the difference in supporting and improving student learning. I appreciate that the book offers practical prompts, tools, and routines that help students internalize criteria for quality work and supports them in developing agency as they engage with teachers and peers to learn and improve. There are lots of examples that bring to life research on what makes feedback essential to deeper learning, and it is clear these authors speak from hard-won experience in assessment reform.\u003c\/em\u003e\" -- Lorrie A. Shepard\u003cbr\u003e\"\u003cem\u003eLike a chocolate lava cake, this book is rich with new insights and can be consumed slowly, but in the end, you’ll be fully satisfied with a new perspective on feedback. Duckor and Holmberg have done a great job making their formative feedback framework accessible to a wide range of readers, but most importantly, it is written with teachers in mind. I enjoyed the logical array of the chapters, each one containing advance organizers, periodic calls for self-reflection, practical examples provided by real teachers, and takeaways at the end. As noted in the opening, it is \"formative feedback that matters most to continuous improvement.\" Duckor and Holmberg’s book has delivered a recipe to help students and teachers achieve this goal in today’s classrooms.\u003c\/em\u003e\" -- Valerie Shute\u003cbr\u003e\"Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities\u003cem\u003e is the perfect book for educators at all levels who want to be absolutely current with the research, thinking, and practice on instructional feedback. Duckor and Holmberg present readers with a thorough and accessible introduction to the field and bring them right up to the minute on current thinking in this rapidly evolving and increasingly complex field. It would be great as a text for teacher education or individual chapters could be \"starters\" for in-service workshops. My feedback is simple: Congratulations on an excellent job!\u003c\/em\u003e\" -- Jeffrey K. Smith\u003cbr\u003e\"\u003cem\u003eWe can argue whether or not humans are the only teachers in the animal kingdom, but there is no question that our species alone provides feedback on performance. We might therefore consider feedback on learning as the pinnacle of pedagogy. Do we gain our capacity for assessing learners and offering guidance by instinct or extensive practice? This outstanding book obviates the question because it shows in careful detail and in the use of extensive examples how to learn what learners know (and have yet to learn) and offer directions for the next steps. I can think of no educator, at any level of expertise, who would not benefit from reading this book and using the ideas herein.\u003c\/em\u003e\" -- Kip Téllez\u003cbr\u003e\"\u003cem\u003eWhat Duckor and Holmberg have accomplished is to craft a reading experience that, while grounded in solid scholarship, feels very much like a learning journey. The combination of the big ideas with the very practical \"Try It Tomorrow\" recommendations and authentic \"Teacher Reflections\" center practice in a way that feels deeply respectful and not overwhelming. I also appreciate explicit guidance to the individual adult learner as well as scaffolding for collective learning by grade-level teams or whole schools. This is a book that delivers on one of those rarest of promises—translating research knowledge into practicable knowledge. Quality feedback is key to accelerating learning; this book will accelerate your learning about feedback.\u003c\/em\u003e\" -- Christopher Thorn\u003cbr\u003e\"\u003cem\u003eOur university focuses on teaching college-level students 21st century skills with a focus on entrepreneurial thinking and design. Duckor and Holmberg’s latest book, \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities\u003cem\u003e is a total winner. By unpacking the practical skills needed to develop entrepreneurial thinking (which is project-based, collaborative, and communication driven), our undergraduates will be ready to give and take feedback to the next level. Well researched and full of hands-on examples, global-minded business schools will benefit from this comprehensive handbook.\u003c\/em\u003e\" -- Diah Wihardini\u003cbr\u003e\"\u003cem\u003eDuckor and Holmberg provide a passionate yet realistic approach to providing feedback to students to fulfill their civil right to learn. It is unconscionable to teach students without providing daily and in-the-moment feedback and leveraging students’ own voices in the process of their learning. These authors lay out a framework and a series of action steps to help all teachers, novice through expert, reflect on their classroom practice and consider their own professional growth through the lens of understanding how students are thinking and developing while they are teaching them. This is a must-read for all soon-to-be-teachers who seek real engagement with the next generation of students in our public schools. Reading this user-friendly book, teachers will feel empowered to guide students and learn with them as they each grow to better understand students’ cognitive processes and as students grow in their understanding of the learning standards.\u003c\/em\u003e\" -- Diana Wilmot\u003cbr\u003e\"\u003cem\u003eThis book is a wonderful resource for teachers and other educational professionals who want to know more about formative feedback. The chapters capture all the most important aspects, and some you probably did not know about. Each chapter has a useful general orientation to one aspect of formative feedback, including guiding questions, definitions, and a very clarifying \"What It Is and What It Isn’t\" table. The chapter helps the individual reader understand what they can readily learn through a self-assessment that also defines for the reader the different levels of sophistication in that aspect of formative feedback. This is followed by brief and very readable sections on planning, the research background, personal reflections from teachers who are well-accomplished at formative feedback, and practice tips. This is all woven together with brief summaries of important concepts and instructional tactics; together, these provide the reader with a masterly overview of the topic. Altogether, this is the authoritative account of formative feedback available today—and a great resource for the practicing teacher.\u003c\/em\u003e\" -- Mark R. Wilson\u003cbr\u003e\"\u003cem\u003eDuckor and Holmberg’s latest book, \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities\u003cem\u003e, is an important resource for teachers, school leaders, teacher educators, and curriculum developers alike. This well-written book explores formative feedback in secondary school contexts through a new, innovative framework by looking at its directionalities, configurations, and modalities. This book brings together research-based evidence from across the globe, real-life examples in U.S. schools, and practical suggestions and tips for teachers across the world. With this book, readers from different contexts and countries will find much to stimulate their thinking about formative feedback and improve their feedback practices in the classrooms.\u003c\/em\u003e\" -- Hwei-Ming Wong\u003cbr\u003e\"\u003cem\u003eBrent Duckor and Carrie Holmberg’s new book seamlessly weaves together research on formative feedback with issues of equity and pedagogical content knowledge, all while illustrating key ideas with student and teacher voices. There are so many practical tools embedded throughout the chapters that this book will be a go-to resource to support teacher learning communities find meaningful entry points into this critical work. It is a book that I know I will return to repeatedly.\u003c\/em\u003e\" -- Caroline E. Wylie\u003cbr\u003e\"\u003cem\u003eIf you are looking for a comprehensive resource for maximizing the depth and effectiveness of feedback in your setting, this is it. Duckor and Holmberg have written a well-researched and highly practical book that will become a cornerstone for improving the overall learning and growth of all students in your classroom and school. The concern for differentiated feedback and academic language support is timely and needed for the field.\u003c\/em\u003e\" -- Jeff Zwiers\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eWhat Readers Can Download and Print List of Videos Preface Acknowledgments About the Authors How to Use this Book Learning Goals, Tasks, and Cycles of Feedback for Continuous Improvement Chapter 1: On the Role of Learning Goals, Tasks, and Cycles of Feedback for Continuous Improvement Directionality Chapter 2: Teacher-Driven Feedback Chapter 3: Peer-to-Peer Driven Feedback Chapter 4: Self-Driven Feedback Configuration Chapter 5: Feedback With the Whole Class Chapter 6: Feedback With Small Groups Chapter 7: Feedback With Individuals Modality Chapter 8: Written Feedback Chapter 9: Spoken Feedback Chapter 10: Nonverbal Feedback Self-Study Checklist Glossary References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740477927767,"sku":"9781544361574","price":32.29,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544361574.jpg?v=1723812305"},{"product_id":"the-power-of-assessment-for-learning-twenty-years-of-research-and-practice-in-uk-and-us-classrooms-9781544361468","title":"The Power of Assessment for Learning: Twenty","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eThe future of Assessment for Learning 20 years after \u003cem\u003eInside the Black Box\u003c\/em\u003e\u003cbr\u003e  \u003c\/strong\u003e\u003cbr\u003e  Twenty years after the publication of \u003cem\u003eInside the Black Box\u003c\/em\u003e, the landmark review of formative classroom assessment, international education experts Christine Harrison and Margaret Heritage tackle assessment for learning (AfL) anew, with fresh insights gained from two decades of research, theory, and classroom practice. \u003cbr\u003e  \u003cbr\u003e  T\u003cem\u003ehe Power of Assessment for Learning: Twenty Years of Research and Practice in UK \u0026amp; US Classrooms\u003c\/em\u003e examines the practices and processes of formative assessment over time in both countries, evaluates the benefits accrued to teaching and learning, and considers future developments in growing and sustaining AfL practice. It features:\u003c\/p\u003e  \u003cul\u003e\n\u003cli\u003eKey AfL ideas, approaches, and supports \u003c\/li\u003e\n\u003cli\u003eVignettes of classroom practice that illustrate AfL in action in the U.K. and U.S. \u003c\/li\u003e\n\u003cli\u003ePractice-based evidence to enrich understanding of AfL from both the teacher’s and the student’s perspective\u003c\/li\u003e\n\u003c\/ul\u003e  \u003cp\u003e  Focused on student-centeredness and rich with classroom examples, this book is a ‘sounding board’ for educators to explore and reflect on their own AfL practices and beliefs.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Dylan Wiliam Preface Acknowledgments About the Authors Chapter 1 Inside the Black Box Revisited    A New Way of Thinking About Assessment    A Systematic Review    What Is the Black Box?    Getting Into the Details    Is There Evidence That Improving Formative Assessment (AfL) Improves Standards?    Is There Evidence That There Is Room for Improvement?    Is There Evidence About How to Improve Formative Assessment (AfL)?    Changing Practice    Guiding Principles    Improvement as a Journey Chapter 2 A Tale of Two Countries    The Tale of the United Kingdom    Major Policy Moves in the UK    A Tale From the US    Two Countries, Two Journeys? Chapter 3 Student Role in Assessment for Learning    Expanding Conceptions of AfL    Sociocultural Perspective and AfL    Self-Regulated Learning    Growth Mindsets Chapter 4 Planning for Learning    Distinct Teaching Approaches    Influences on Changing Practice    Concluding Thoughts Chapter 5 Transforming Classrooms    Transforming Practice    Developing AfL Practices    Classroom Routines Chapter 6 What Still Needs to Be Explored    From Evidence-Based Practice to Practice-Based Evidence    Teachers Need to Be Vigilant for Evidence    Interactions Work in a Nuanced and Detailed Way    Context Matters    Learning Identity    Identity-Safe Environments    Funds of Knowledge    Disciplinary Knowledge Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740477993303,"sku":"9781544361468","price":23.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544361468.jpg?v=1720054804"},{"product_id":"creating-a-self-directed-learning-environment-standards-based-and-social-emotional-learning-9781544384245","title":"Creating a Self-Directed Learning Environment:","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cstrong\u003e\u003cem\u003eEducate the whole child—improve the whole school.\u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e  \u003cbr\u003e  Implementing evidence-based and innovative teaching practices can feel like juggling: If you have standards-based learning in one hand and social-emotional learning in the other, what do you do with cognitive development? This book shows you how to balance all 3, combining these concepts into manageable, realistic plans for success.\u003cbr\u003e  \u003cbr\u003e  In clear, easy-to-follow language, master teacher and educational expert Greg Mullen introduces a flexible, three-tiered, visual framework designed for schoolwide collaboration. He also offers:\u003cbr\u003e  \u003cbr\u003e  • An integrated philosophy focused on self-directed learning and the whole child\u003cbr\u003e  • Research sourced from CASEL and state programs and initiatives\u003cbr\u003e  • Attention to academic inclusion, behavior intervention, and classroom management\u003cbr\u003e  • Numerous illustrations, tables, and graphics\u003cbr\u003e  • Tools and supplemental resources for implementation\u003cbr\u003e  \u003cbr\u003e  Make innovation work for your school. With this guide, you and your colleagues will build on your strengths, discover the potential of your existing programs, and implement smart changes that make a real difference for students.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"Creating a Self-Directed Learning Environment \u003cem\u003eis filled with strategies on how to begin shifting toward a standards-based approach. These strategies will be extremely useful to all teachers, both those that are beginning their careers and those who are experienced and looking to implement standards-based and social-emotional learning.\"\u003c\/em\u003e\u003cem\u003e\u003cbr\u003e \u003c\/em\u003e -- Meghan Schofield, Third Grade Teacher\u003cbr\u003e\"\u003cem\u003eGreg Mullen infuses this book with a refreshing passion for teaching. Not only does this book clearly define Common Core Standards, but it also individualizes core standards for every learner, including meeting the all important social and emotional factors required so students can learn.\u003c\/em\u003e\" \u003cbr\u003e \u003cbr\u003e  \u003cp\u003e \u003c\/p\u003e -- Charla Buford Bunker, FOCUS Instructor\u003cbr\u003e\"Creating a Self-Directed Learning Environment\u003cem\u003e is a\u003c\/em\u003e\u003cem\u003e\u003cem\u003e \u003c\/em\u003eskillfully balanced presentation for how to thoughtfully design and implement content standards, progress monitoring, and social emotional learning in the modern classroom.\"\u003c\/em\u003e -- Ashley LaCroix, Technology Integrator\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eT\u003c\/em\u003e\u003cem\u003ehis book \u003c\/em\u003e\u003cem\u003epromotes self-reflection for the teacher as well as for the students, and it describes \u003c\/em\u003e\u003cem\u003evertical planning to identify critical elements of key standards throughout the grade levels, all while being written in user-friendly tone that makes it accessible to all readers.\u003c\/em\u003e\"\u003c\/p\u003e \u003cp\u003e\u003cbr\u003e \u003cbr\u003e \u003c\/p\u003e \u003cbr\u003e -- Lisa Graham, Director, Early Childhood Education\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003e\u003cem\u003eGreg Mullen provides useful guidance and valuable information for all teachers in this timely book on an important topic!\"\u003c\/em\u003e\u003cbr\u003e \u003cbr\u003e \u003cbr\u003e -- Deb Bible, Educational Consultant\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eIn his book, Greg Mullen explores \u003c\/em\u003e\u003cem\u003ethe intricate connections between academic, social-emotional, and human development and how these ideas should be considered when teaching the whole child.\"\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003e\u003cbr\u003e \u003c\/em\u003e\u003c\/p\u003e -- Christine Clement, Instructional Coach\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgments About the Author Introduction    Exploring the Core    When Everything Was Perfect    Perfect Circles Have No Beginning PART 1: PRIMARY CONCEPTS Chapter 1: Standards-Based Grading    Teacher Mastery of Standards    Standards and Grading    Defining Proficiency    Adapting Assessments    Reporting Proficiency    Curricula and Resources Chapter 2: Social-Emotional Learning    Self-Awareness and Management    Social-Awareness and Relationships    Societal Responsibility Chapter 3: Cognitive and Psychosocial Human Development    Cognitive Human Development    Psychosocial Human Development    Developmental Mindset    Special Education PART 2: SECONDARY CONCEPTS Chapter 4: Self-Directed Learning    Identifying Growth Versus Proficiency    Make a Plan (SMART Goals)    Resources    Strategies    Product Chapter 5 (Part 1): Behavioral Coaching    Changing Role of the Classroom Teacher    General Behavior Expectations    Behavioral Coaching [In-Class Approach] Chapter 5 (Part 2): Behavioral Inclusion and Intervention    Behavioral Inclusion    Behavioral Intervention [School-Wide Approach] Chapter 6: Academic Inclusion and Intervention    Academic Inclusion    Differentiation for an Inclusive Model    Standards-Based Differentiation    Tiers of Academic Inclusion    Tiers of Developmental Inclusion    Academic Intervention Conclusion    Adopt and Adapt    Quotes to Consider Sources of Motivation (Resources and Citations) Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740481171799,"sku":"9781544384245","price":29.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544384245.jpg?v=1720054817"},{"product_id":"instructional-feedback-the-power-the-promise-the-practice-9781544385211","title":"Instructional Feedback: The Power, the Promise,","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eImplement evidence-based feedback practices that move learners forward\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eFeedback is essential to successful instruction and improved student performance, but learners often dread and dismiss feedback and its effectiveness can vary. Thus, sharing intentions, clarifying success criteria, knowing what type of feedback to provide and when, and activating students as owners of their learning are essential feedback functions.\u003c\/p\u003e \u003cp\u003e\u003cem\u003eInstructional Feedback\u003c\/em\u003e presents a comprehensive summary of the most recent research on instructional feedback and describes its successful implementation. With a focus on evidence-based approaches adapted to specific contexts, the authors use common classroom situations to demystify feedback and place it within a broad instructional context, along with definitions, characteristics, and precautions about its effect on students’ emotions and behaviors. Inside you’ll find:\u003c\/p\u003e \u003cul\u003e\n\u003cli\u003eCoverage of all grades and concentrations, including math, language arts, music, art, and science\u003c\/li\u003e\n\u003cli\u003ePeer feedback, self-assessment, and subject-specific nuances\u003c\/li\u003e\n\u003cli\u003eStudent and teacher examples of feedback and suggestions for improvement\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003eEngaging and concise, \u003cem\u003eInstructional Feedback\u003c\/em\u003e discusses why feedback is so powerful, how it is promising, and what it looks like in practice.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAbout the Authors Foreword Chapter 1:  Introduction: What is Instructional Feedback All About? Chapter 2:  Feedback from the Perspective of the Learner Chapter 3: Characteristics of Effective Feedback Messages Chapter 4: What is Feedback? Chapter 5: Feedback to Parents and Caregivers Chapter 6: Grades as Feedback Chapter 7: Efficiency and Efficacy in Feedback Chapter 8: Examples of Instructional Feedback Chapter 9: Feedback for Teachers: What Feedback Do Teachers Find Most Useful? Chapter 10: Bringing It All Together References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740481630551,"sku":"9781544385211","price":25.64,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544385211.jpg?v=1720054818"},{"product_id":"the-ultimate-tsa-guide-guide-to-the-thinking-skills-assessment-for-the-2022-admissions-cycle-with-fully-worked-solutions-time-saving-techniques-score-boosting-strategies-annotated-essays-9781915091048","title":"The Ultimate TSA Guide: Guide to the Thinking","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePublished by the UKs \u003cb\u003eLeading University Admissions Company\u003c\/b\u003e, \u003ci\u003ethe Ultimate TSA Guide\u003c\/i\u003e is the most comprehensive TSA book available. Fully updated for the 2022 admissions cycle and\u003cb\u003e including a FREE 4-hour live TSA course\u003c\/b\u003e, it contains powerful \u003cb\u003etime-saving strategies and helpful hints\u003c\/b\u003e that will allow you to answer difficult questions within the time limit as well a massive \u003cb\u003e300 Practice Questions\u003c\/b\u003e written in the style and difficulty of the real exam. Each question comes with \u003cb\u003eFully Worked Solutions\u003c\/b\u003e that will guide you through the most efficient way for getting the correct answer as quickly as possible.\u003c\/p\u003e\u003cp\u003eWith contributions and advice from over \u003cb\u003e10 Specialist TSA Tutors\u003c\/b\u003e, this is your Ultimate companion to the TSA and a \u003cb\u003eMUST-BUY\u003c\/b\u003e for those looking to do well in the exam. This book contains 210 Problem solving questions and 90 Critical Thinking Questions.\u003c\/p\u003e\u003cp\u003eFor more TSA resources, visit the UniAdmissions website.\u003c\/p\u003e","brand":"UniAdmissions","offers":[{"title":"Default Title","offer_id":48742799442263,"sku":"9781915091048","price":27.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781915091048.jpg?v=1720062874"},{"product_id":"changing-language-assessment-new-dimensions-new-challenges-9783030422684","title":"Changing Language Assessment: New Dimensions, New","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis edited book brings together fifteen original empirical studies from a variety of international contexts to provide a detailed exploration of language assessment, testing and evaluation. Language assessment has a key role in the development and implementation of language and educational policies at the national level, and this book examines some of the impacts - both positive and negative - of different skills testing and examination approaches on learning outcomes and individual students' language learning. This book will be of interest to scholars working in applied linguistics and language education, teacher training, testing and evaluation, as well as stakeholders such as practitioners, educators, educational agencies, and test developers.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePart One: Role of Assessment and Learning Outcomes.- Chapter 1: New Changes in Assessment (Sahbi Hidri).- Chapter 2: The Pedagogic Role of Assessment in Improving Learner Outcomes (Ekaterina Popkova).- Chapter 3: Integrated Performance Assessment (Gabriel Díaz Maggioli).- Part Two: Challenges in Assessing the Production Skills.- Chapter 4: Rubric-Based Assessment of the Productive Skills (Reza Vahdani Sanavi).- Chapter 5: Can Teacher and Peer Formative Feedback Enhance L2 University Students' Oral Presentation Skills? (Diana Al Jahromi).- Chapter 6: Summary Writing as a Form of Integrated Skills Assessment in Tertiary Settings (Elena Khvatova and Elena Krutskikh).- Part Three: Test-Taking Strategies in Alternative and Standard Forms of Assessment.- Chapter 7: Classroom-Based Assessment in Multi-Exam Preparation Classes: Choosing Alternative Assessment Techniques (Irini-Renika Papakemmenou).- Chapter 8: Readability of Syntactic Constructions for Transparency and Reliability of Input Texts for Unified State Exams in English (Elena Varlamova and Olga Safonkina).- Part Four: Teacher Feedback and Challenges for Assessing Interactional and Intercultural Competence.- Chapter 9: Feedback on Evaluation: Teacher-Trainees' Preferences for Explicit Preferences for Explicit Evaluation in Post-Lesson Discussions (Irina Ivanova).- Chapter 10: Integrating Teacher Feedback and Assessment to Improve L2 Writing (Viktoria Osidak, Tamara Kavytska and Viktoria Drobotun).- Chapter 11: Strategy to Assess L2 Interactional Competence of University Students: Ukrainian Context (Olesia Liubashenko and Tamara Kavytska).- Chapter 12: Integrating a 3D Tool of Assessing Intercultural Competence in Teacher Education (Olga Kvasova and Yuliia Trykashna).- Part Five: Challenges in Formative Assessment.- Chapter 13: Enhancing Grammar Learning through Assessment at Tertiary Level (Viktoriya Osidak and Olha Drahinda).- Chapter 14: The Impacts of Explicit Teaching and Assessment of Grammar on Tertiary Level Students in an EFL Context (Haya Al Nuaimi).","brand":"Springer Nature Switzerland AG","offers":[{"title":"Default Title","offer_id":48743035699543,"sku":"9783030422684","price":85.49,"currency_code":"GBP","in_stock":true}]},{"product_id":"student-feedback-on-teaching-in-schools-using-student-perceptions-for-the-development-of-teaching-and-teachers-9783030751524","title":"Student Feedback on Teaching in Schools: Using","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis open access book provides a comprehensive and informative overview of the current state of research about student perceptions of and student feedback on teaching. After presentation of a new student feedback process model, evidence concerning the validity and reliability of student perceptions of teaching quality is discussed. This is followed by an overview of empirical research on the effects of student feedback on teachers and instruction in different contexts, as well as on factors promoting the successful implementation of feedback in schools. In summary, the findings emphasize that student perceptions of teaching quality can be a valid and reliable source of feedback for teachers. The effectiveness of student feedback on teaching is significantly related to its use in formative settings and to a positive feedback culture within schools. In addition, it is argued that the effectiveness of student feedback depends very much on the support for teachers when making use of the feedback. As this literature review impressively documents, teachers in their work - and ultimately students in their learning - can benefit substantially from student feedback on teaching in schools.\u003c\/p\u003e  \u003cp\u003e \u003c\/p\u003e  \u003cp\u003e\u003ci\u003e“This book reviews what we know about student feedback to teachers. It is detailed and it is a pleasure to read. To have these chapters in one place – and from those most up to date with the research literature and doing the research - is a gift.”\u003c\/i\u003e\u003c\/p\u003e  \u003cp\u003e\u003ci\u003eJohn Hattie\u003c\/i\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePART I: Student perceptions of teaching–Usefulness and theoretical considerations.- Chapter 1. Functions and success conditions of student feedback in the development of teaching and teachers (Benedikt Wisniewski).- Chapter 2. What is a perception? A theoretical overview of perspectives on student perceptions of teaching quality. (Rikkert Van der Lans).- Chapter 3. Student Voice as Espoused, Enacted and Experienced. How Research Can Bridge Policy and Practice. (Val Hall).- Chapter 4. A systematic review on student perception questionnaires (Hannah Bijlsma).- PART II: Concerns about student perception of teaching quality.- Chapter 5. Student perceptions of teaching quality: Dimensionality and halo effects (Sebastian Röhl).- Chapter 6. Understanding (dis)agreement in student ratings of instruction and classroom climate (Jonathan Schweig).- Chapter 7. Association between student surveys and classroom observation measures of teaching effectiveness (Rikkert van der Lans).- Chapter 8. Student Ratings of Teaching Quality in Primary School Revisited (Benjamin Fauth).- Chapter 9. Student ratings of teaching quality: Current research and practical implications (Richard Göllner).- Chapter 10. 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Reciprocal Student-Teacher-Feedback on Cooperation (Jan-Erik Schmidt).\u003c\/p\u003e","brand":"Springer Nature Switzerland AG","offers":[{"title":"Default Title","offer_id":48743048413527,"sku":"9783030751524","price":34.99,"currency_code":"GBP","in_stock":true}]},{"product_id":"teacher-evaluation-around-the-world-experiences-dilemmas-and-future-challenges-9783031136382","title":"Teacher Evaluation Around the World: Experiences,","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis book presents some of the leading technical, professional, and political challenges associated with the development and implementation of teacher evaluation systems, along with characterizing some of these systems in different countries around the world. The book promotes a broader comprehension of the complexities associated with this kind of initiatives, which have gained relevance in the last two decades, especially in the context of policies aimed at improving the quality of education.\u003c\/p\u003e  \u003cp\u003eThe first section of the book includes conceptual chapters that will detail some of the central debates around teacher evaluation, such as a) performance evaluation versus teaching effectiveness; b) tensions between formative and summative uses of evaluation; c) relationship between evaluation and teacher professionalization; and d) political tensions around teacher evaluation.\u003c\/p\u003e  \u003cp\u003eIn the second section, the book addresses specific examples of national or state-wide initiatives in the field of teacher evaluation. For this section, the authors have invited contributions that reflect experiences in North America, Asia, Europe, Oceania, and Latin America. In each chapter, a teacher evaluation system is presented, including their main results and validity evidence, as well as the main challenges associated with its design and implementation.\u003c\/p\u003e  \u003cp\u003eThis wide-ranging presentation of teacher evaluation systems around the world is a valuable reference to understand the diverse challenges for the implementation of teacher evaluation programs. The presence of conceptual chapters with others that illustrate how teacher evaluation has been implemented in different contexts gives the reader a comprehensive view of the complex nature of teacher evaluation, considering their technical and political underpinnings. It is a valuable source for anyone interested in the design, improvement, and implementation of teacher evaluation systems.\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eChapter 1. Introduction.- Part I. Topics of conceptual chapters.- chapter 2. Tensions between formative and summative uses of evaluation.- Chapter 3. Performance evaluation versus teaching effectiveness.- Chapter 4. Relationship between evaluation and teacher professionalization.-Part II. National and state-wide initiatives of teacher evaluation.- Chapter 5. Political tensions around teacher evaluation.- Chapter 6. Peru.- Chapter 7. Chile.- Chapter 8. Mexico.- Chapter 9. Tenessee, US.- Chapter 10. District of Columbia, US.- Chapter 11. South Korea.- Chapter 12. New Zealand.- Chapter 13. Singapore.- Chapter 14. China.- Chapter 15. Portugal.- Chapter 16. State of Baden-Württemberg and Free State of Bavaria, Germany.- Chapter 17. Conclusion. ","brand":"Springer International Publishing AG","offers":[{"title":"Default Title","offer_id":48743071940951,"sku":"9783031136382","price":104.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9783031136382.jpg?v=1720063987"},{"product_id":"from-education-policy-to-education-practice-unpacking-the-nexus-9783031369698","title":"From Education Policy to Education Practice:","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis open access book addresses the complex interrelations between education policy and education practice developed under new ways of governance. 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Collins AQA GCSE 9-1 Physics Revision Guide uses a revision method that really works: repeated practice throughout.This revision guide contains clear and concise revision notes for every topic covered in the curriculum, plus five practice opportunities to ensure the best results.Includes:quick tests to check understandingend-of-topic practice questionstopic review questions later in the bookmixed practice questions at the end of the bookfree Q\u0026amp;A flashcards to download onlinean ebook version of the revision guide\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e“Generally excellent. Attractive layout, clear and easy to access. 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Collins AQA GCSE 9-1 Combined Science Higher Complete All-in-One Revision and Practice uses a revision method that really works: repeated practice throughout.A revision guide, workbook and practice paper in one book!With clear and concise revision for every topic, plus seven practice opportunities, Collins offers the best revision at the best price.For even more practice QR codes link directly from the topics in the revision guide to online interactive quick recall quizzes and to worked solution videos in the workbook.Includes: grading guidance on the page to indicate different levels quick tests as you go end-of-topic practice questions topic review questions later in the book mixed practice questions at the end of the book more topic-by-topic practice in the workbook a complete exam-style paper\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e“Generally excellent. Attractive layout, clear and easy to access. 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For more SATs revision books, try our KS2 Reading SATs Question Book (9780008201593) or the KS2 Spelling SATs Question Book (9780008201616) for extra SATs practice.","brand":"HarperCollins Publishers","offers":[{"title":"Default Title","offer_id":48863902368087,"sku":"9780008201609","price":6.78,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780008201609.jpg?v=1722269542"},{"product_id":"collins-ks2-ks2-maths-reasoning-sats-practice-question-book-9780008201630","title":"Collins Ks2 KS2 Maths Reasoning SATs Practice","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eLevel: KS2Subject: MathsSuitable for 2026 SATsGet ready for SATs with targeted practice questionsBoost children's test-taking confidence by using the realistic SATs-style questions included in this Key Stage 2 Maths SATs Question Book by Collins. 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For extra SATs practice, try our KS2 Arithmetic SATs Question Book (9780008201623).","brand":"HarperCollins Publishers","offers":[{"title":"Default Title","offer_id":48863902794071,"sku":"9780008201630","price":6.78,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780008201630.jpg?v=1722269544"},{"product_id":"problem-solving-and-reasoning-ages-79-9780008275365","title":"Problem Solving and Reasoning Ages 79","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eLevel: KS2\u003cbr\u003eSubject: Maths\u003c\/p\u003e          \u003cp\u003eAn engaging problem solving and reasoning activity book to help boost your child's progress at every stage of their learning! 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All the popular features of this tried and trusted series are retained in the new National 5 Guides.","brand":"HarperCollins Publishers","offers":[{"title":"Default Title","offer_id":48863930319191,"sku":"9780008281991","price":14.42,"currency_code":"GBP","in_stock":true}]},{"product_id":"gcse-91-maths-foundation-in-a-week-9780008316259","title":"GCSE 91 Maths Foundation In A Week","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eExam Board: AQA, Edexcel, OCR \u0026amp; WJEC EduqasLevel: GCSE Grade 9-1Subject: MathsSuitable for the 2024 examsPractise and pass your GCSE 9-1 Maths Foundation exam in just one week with this 7-day revision planOur customised 7-day GCSE revision plan helps youCover essential topics for GCSE Maths in less than an hourMake sure you're on the right track with quick tests to test understanding and recall knowledgePractise for the real thing with exam-style questions and answersRemember key points with summary boxes after each topic.Looking for more GCSE Grade 9-1 Maths revision guides? 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