Education: examinations and assessment Books
Jcm Test Preparation Group TEXES Core Subjects 4-8 Social Studies - Test
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£30.60
Jcm Test Preparation Group TEXES Core Subjects EC-6 English Language Arts
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£30.60
Jcm Test Preparation Group PRAXIS Computer Science - Test Taking Strategies
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£30.60
Jcm Test Preparation Group CPACE California Preliminary Administrative
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£30.67
Jcm Test Preparation Group TX PACT LOTE Latin Early Childhood-Grade 12 -
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£30.67
Jcm Test Preparation Group TX PACT Physical Science Grades 6-12 - Test
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£30.60
Jcm Test Preparation Group TX PACT Physics Grades 7-12 - Test Taking
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£30.60
Jcm Test Preparation Group AAFCS Family and Consumer Sciences, Composite -
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£30.60
Jcm Test Preparation Group ILTS Reading Specialist - Test Taking Strategies
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£30.60
Jcm Test Preparation Group ILTS Science Chemistry - Test Taking Strategies
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£30.60
Jcm Test Preparation Group ILTS Elementary Education Science/Social Science
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£30.60
Jcm Test Preparation Group MTTC Emotional Impairment - Test Taking
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£30.60
Jcm Test Preparation Group MTTC English as a Second Language - Test Taking Strategies
£36.96
Jcm Test Preparation Group MTTC French - Test Taking Strategies
£37.05
Jcm Test Preparation Group MTTC Health - Test Taking Strategies
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£30.60
Jcm Test Preparation Group MTTC Latin - Test Taking Strategies
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£30.67
Jcm Test Preparation Group MTTC Marketing Education - Test Taking Strategies
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£30.60
Jcm Test Preparation Group MTTC Social Studies Secondary - Test Taking Strategies
£36.96
Jcm Test Preparation Group MTTC Visually Impaired - Test Taking Strategies
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£30.60
Jcm Test Preparation Group NMTA Educational Administrator - Test Taking Strategies
£38.76
Jcm Test Preparation Group NMTA English to Speakers of Other Languages - Test Taking Strategies
£36.96
Jcm Test Preparation Group NMTA Essential Components of Elementary Reading Instruction - Test Taking Strategies
£38.76
Jcm Test Preparation Group NMTA Family and Consumer Sciences - Test Taking Strategies
£38.76
Jcm Test Preparation Group NMTA Special Education - Test Taking Strategies
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£30.60
Jcm Test Preparation Group MEGA Speech & Theater - Test Taking Strategies
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£30.60
Jcm Test Preparation Group MEGA Art - Test Taking Strategies: MEGA 036 Exam
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£30.60
Jcm Test Preparation Group MEGA World Languages German - Test Taking
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£30.67
Jcm Test Preparation Group ORELA Family and Consumer Sciences - Test Taking
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£30.60
Jcm Test Preparation Group WEST Business and Marketing Education - Test Taking Strategies
£37.05
Jcm Test Preparation Group WEST English Language Learners - Test Taking
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£30.60
Jessica Kingsley Publishers Applying Dynamic Assessment in Schools: A
Book SynopsisDynamic assessment is a collaborative, flexible approach to assessment which explores how a child learns and which aspects of their learning require intervention.Learn how you can improve learning with a whole school approach to dynamic assessment complete with classroom ideas, resources, and strategies. The authors who frequently train in DA provide simple explanations of the contemporary model of dynamic assessment that make the links between theory and practice explicit. . Each chapter has designated downloadable resources such as rating scales of affective and cognitive learning, checklists, goal ladders and more with easy-to-follow instructions on how they should be used.This book will support you to understand DA principles and actively demonstrate mediated learning for meaningful interventions, consultations, clear support strategies and effective feedback and feedforward skills to not only help students learn, but to help them learn better.Trade ReviewThis is a landmark publication. The authors' indispensable contribution presents accessible theory, practice, and resources to expand dynamic assessment practice beyond individual work to embedding it in a whole school approach. -- Dr Phil Stringer, Educational Psychology Group, UCLVisionary, inspirational and invaluable. This warm and engaging guide to the effective application of DA, with creative resources developed by the authors, is a must- read for education and health practitioners. -- Dr Elizabeth King, Chartered Psychologist and Registered Practitioner PsychologistThis contemporary, engaging and accessible guide to dynamic assessment and intervention, provides the reader with a wealth of knowledge and practical resources. Excellent for those in the business of supporting 21st century learners. -- Dr Taryn Moir CPsychol AFBPsS, Senior Educational Psychologist, and author of How to Create Autonomous LearnersI recommend Fraser Lauchlan and Clare Daly's Applying Dynamic Assessment in Schools. The writers brilliantly explain dynamic assessment theory and practice. As a Nigerian educational psychologist, I learned how to improve my assessment and student support. The book's real-world examples, case studies, and graphical portrayal are essential for policymakers and educational psychologists implementing dynamic assessments in their schools or districts. Any educator should read it. -- Emmanuel Stephen Oluwaseun, Dyslexia Advocate, Association of Nigerian Educational PsychologistsThis book really brings dynamic assessment alive. It clearly illustrates how to bridge the approach into everyday practice. It is filled with useful resources and practical activities. -- Rhiannon Quinn, Senior Educational Psychologist, North Lanarkshire Educational Psychology ServiceEvery educator who is passionate about developing learner potential should without doubt read Applying Dynamic Assessment in Schools! A straightforward, no nonsense approach to an ever expanding need to address the diverse challenges facing teachers. We can at last have a source of reference that provides approaches that are both sustainable and workable. A definite must on the teacher's to do list! -- Maureen Jones, Primary Teacher, Glasgow
£33.25
Springer Nature Switzerland AG Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations
Book SynopsisThis volume builds a conceptual basis for assessment promoting learning in Content and Language Integrated Learning (CLIL) classrooms and proposes practical assessment approaches and activities that CLIL teachers can apply in the classroom. CLIL as an educational context is unique, as language and content learning happen simultaneously. The efficacy of such instruction has been studied extensively, but assessment in CLIL classrooms has drawn much less attention. The present volume aims to fill this gap. Arranged based on different ways that content and language are integrated in CLIL, the chapters in this book together build a solid theoretical basis for assessment promoting learning in CLIL classrooms. The authors discuss how assessment eliciting this integration yields insights into learners' abilities, but more importantly, how these insights are used to promote learning. The contributors to the volume together build the understanding of classroom-based assessment as cyclic, of teaching, learning, and assessment as inter-related, and of content and language in CLIL classrooms as a dialectical unity. This volume will spark interest in and discussion of classroom-based assessment in CLIL among CLIL educators and researchers, enable reflection of classroom assessment practices, and foster collaboration between CLIL teachers and researchers. The assessment approaches and activities discussed in the volume, in turn, will help educators understand the scope of applications of assessment and inspire them to adapt these to their own classrooms.Table of ContentsForewordTable of ContentsList of ContributorsIntroduction to the Volume; Mark de Boer and Dmitri Leontjev PART 1: Conceptualizing CLIL assessment 1. Assessment of Young Learners’ English Language Proficiency in Bilingual CLIL Education in Finland as a Foreign Language; Taina Wewer 2. CLIL from the Outset; Barbel Kuhn 3. Achieving in Content Through Language: Towards a CEFR Descriptor Scale for Academic Language Proficiency; Stuart Shaw 4. CEFR, CLIL, LOA and TBLT – Synergizing Goals, Methods and Assessment to Optimise Active Student Learning; Claudia Kunschak 5. Assessing (for) Understanding in the CLIL Classroom; Dmitri Leontjev, K. Skinnari and Teppo Jakonen 6. Assessment in CLIL; Four Principles of Using Discussion Boards as a Formative Assessment at Advanced Level Business Russian at Regent’s University London; Olga Helly 7. Learner-learner Interactionist Dynamic Assessment Instances in CLIL; Mark deBoer PART 2: Practical Applications 8. Does AfL Promote Discussion-based Learning in CLIL Classrooms? Exploring AfL Techniques and Their Effect on Student Communication; Rachel Basse, Irene Pascual Peña 9. Academic Culture as Content: Self-assessment in the CLIL Classroom in the International Liberal Arts University; Chris Carl Hale and Alexander Nanni 10. Learning-oriented Task-based Language Assessment to Promote Self-efficacy, Learner Autonomy, and Thinking Skills; Naoyuki Naganuma 11. Assessing Formatively in CLIL-oriented Junior High EFL lessons in Japan; Hidetoshi Saito 12. Learning-oriented CLIL Assessment: The Case of Japanese High School Baseball Players Learning English; Yoshinori Watanabe 13. Assessment for Learning in EBE/CLIL: A Learning-oriented Approach to Assessing English Language Skills and Curriculum Content at Early Primary Level; Ana Xavier 14. Conclusion: Further Explorations beyond this Volume; Mark de Boer and Dmitri Leontjev Glossary
£104.49
Vandenhoeck & Ruprecht GmbH & Co KG VIVA 1 Diagnose und individuelle Förderung:
Book SynopsisWas haben die SchÃ"lerinnen und SchÃ"ler gelernt? Was haben sie verstanden, was können sie jetzt? Wo haben sie noch LÃ"cken?Zu jeder Lektion von VIVA 1 gibt es einen kurzen Test zur Diagnose und zusätzliches Fördermaterial: spielerische Ãbungen, Vokabelmemory und vieles mehr.Kompetenzorientierung, Diagnose, individuelle Förderung, Binnendifferenzierung: So werden sie Realität!
£20.89
The University of Chicago Press The Testing Charade
Book SynopsisFor decades we've been studying, experimenting with, and wrangling over different approaches to improving public education, and there's still little consensus on what works, and what to do. The one thing people seem to agree on, however, is that schools need to be held accountable--we need to know whether what they're doing is actually working. But what does that mean in practice? High-stakes tests. Lots of them. And that has become a major problem. Daniel Koretz, one of the nation's foremost experts on educational testing, argues in The Testing Charade that the whole idea of test-based accountability has failed--it has increasingly become an end in itself, harming students and corrupting the very ideals of teaching. In this powerful polemic, built on unimpeachable evidence and rooted in decades of experience with educational testing, Koretz calls out high-stakes testing as a sham, a false idol that is ripe for manipulation and shows little evidence of leading to educational improvemeTrade Review"In his new book, Daniel Koretz, an eminent testing expert at Harvard University, has skillfully dissected the multiple negative consequences of the education reforms of the 2000s."--Diane Ravitch "New Republic " "A stunningly good, meticulously researched perspective."--Nancy Flanagan "Ed Week, Best of the Year " Praise for Daniel Koretz's Measuring Up "The best explanation of standardized testing." --Diane Ravitch, New York Review of Books "Dan Koretz, a distinguished academic, turns out to be a wonderful storyteller and a gifted writer as well. Combining the latest data and moving stories of people caught up in the accountability frenzy, Koretz demonstrates that high-stakes testing has corrupted instruction, led educators to cut corners and even cheat, and produced sham increases in scores, while yielding precious little in the way of real improvements in student learning.The Testing Charade is accessible, riveting, and spot-on. Please put this important book on your must read list."--John Merrow, author of Addicted to Reform "A scathing critique. . . . What is significant about this book is the thorough and relentless critique by a testing expert who carefully and sometimes technically dissects the evidence."--National Education Policy Center "Written in an authoritative but conversational tone that smoothly communicates both educational theory and real-world examples, The Testing Charade offers a trenchant look at one of our societal pillars."--Civil Engineering "A vivid and disturbing account of pervasive design problems in test-driven accountability systems, pernicious effects of high-stakes testing, and the extremes to which accountability testing has taken us. . . . In addition to being highly readable, engaging, and accessible to a broad, nontechnical audience, The TestingCharade is lucid, measured in tone, well argued, and amply documented. Koretz makes a powerful case that our test-based accountability policies are seriously misguided. His reminders throughout that testing per se is not the problem and his repeated calls for studies of better alternatives make his case all the more compelling. In the final third of the book, he begins to chart a better way forward. The ideas here are well worth attending to."--American Journal of Education
£19.00
The University of Michigan Press A Practical Guide to Assessing English Language
Book SynopsisA guide to language testing and assessment. It provides useful insights into the practice and terminology of assessment. It focuses on providing the cornerstones of good assessments - usefulness, validity, reliability, practicality, washback, authenticity, transparency, and security - and techniques for testing.
£23.70
John Wiley and Sons Ltd Parents and Their Childrens Schools
Book SynopsisThe role of parents in their children''s education is an issue of critical importance. Many of the changes currently underway in British schools have been justified on the grounds that they provide what parents want. But what do parents really want? And how have they reacted to the changes already introduced in the UK, such as increased parental choice, the National Curriculum, and standardized assessment? Parents and Their Children''s Schools is the first book to tackle this important issue in depth and will be important reading for all those involved in education. It presents the findings of a unique research study which looked directly at these questions. The study followed 150 children through Key Stage One (5-7 years) of the National Curriculum, culminating in the first standardized assessments of 7 year olds ever to take place in the UK. The book presents the views of their parents and teachers, obtained through regular in-depth interviews at crucial stages during thisTrade Review"Parental choice in education has become a focus of political interest. This important book uses research findings to discuss what parents want, and whether they see themselves as consumers of education, in a lively, readable and thought provoking way. Anyone interested in the role of parents in schools would benefit from reading it." Barbera Tizard, Institute of Education, University of London "Parents have become increasingly important in education during the last few years, and this valuable book gives a full picture of their views and experiences in important aspects of curriculum and testing. I recommend it to anyone who wants to see what parents really think about their children's education." Professor E. C. Wragg, University of ExeterTable of ContentsForeword. 1. A New Role for Parents. 2. How Headteachers See Parents. 3. Interviewing Parents. 4. Parents as Consumers. 5. Parents' Choice of School. 6. Parents' Satisfaction with Schools. 7. Parents and the National Curriculum. 8. Parents' Knowledge about School. 9. Parents and Assessment. 10. Giving Parents a Voice. References. Index.
£37.00
Harvard University Press Ordeal of Equality
Book SynopsisAmerican schools have always been locally created and controlled. But since Title I in 1965 appropriated nearly a billion dollars for public schools, federal money and programs have been influencing every school in America. The authors argue that huge gaps existed between policies and programs and the real-world practices they attempted to change.Table of Contents* The Transformation of Title I? * Policy and Practice * Practice Failure and Policy * Federal Policy and Classroom Practice * Mission Revised * Policy and Capability: Title I and Standards-Based Reform * Title I: Past, Present, and Future * Notes * Bibliography * Index
£37.36
Harvard University Press Testing Wars in the Public Schools
Book SynopsisDespite claims that written exams narrowed the curriculum, ruined children’s health, and turned teachers into automatons, once tests took root in American schools their legitimacy was never seriously challenged. William Reese puts today’s battles over standards and benchmarks into perspective by showcasing the history of the pencil-and-paper exam.Trade ReviewWilliam Reese takes the reader back to the first standardized test in public school in the city of Boston in 1845...This book is a major addition to the role of schools in American society. People familiar with the arguments for and against testing will find similar arguments being talked about in 1845. -- Kevin Winter * San Francisco Book Review *With Testing Wars in the Public Schools, Reese crafts a masterful examination of the roots of the testing culture in American education and the ramifications for administrators, teachers, and students. -- S. T. Schroth * Choice *As Testing Wars in the Public Schools shows, written student examinations have always been entwined with public schools in the United States, and have been required, praised, and resented for generations. In this lively book, William Reese reveals the debates over rote memorization, threats to health, and even the use and misuse of statistics that were common in the nineteenth century as well as in the twenty-first. This highly original and thoughtful book is well worth reading. -- Maris Vinovskis, University of MichiganWritten tests are the bête-noire of contemporary educational critics, who claim that the tests encourage a sterile and rote pedagogy. But in William Reese’s tale, they were originally part of reformers’ efforts to, yes, reform sterile and rote pedagogy! These stories—and a treasure-trove of other ones—come to life in this new look at the early years of American public schools. -- Jonathan Zimmerman, New York University
£40.76
Princeton University Press Exam Schools
Book SynopsisWhat is the best education for exceptionally able and high-achieving youngsters? Can the United States strengthen its future intellectual leadership, economic vitality, and scientific prowess without sacrificing equal opportunity? This title discusses how these schools work - and their critical role in nurturing the country's brightest students.Trade Review"As we try to make sure that no child gets left behind, are we keeping others from getting ahead? Or, as Chester Finn and Jessica Hockett put it in Exam Schools: 'As the country strives to ... close its wide achievement gaps [and] repair its bad schools ... is it also challenging its high achieving and highly motivated students?' This isn't an easy question to answer... The information they do collect is helpful."--Naomi Schaefer Riley, Wall Street Journal "As we strive to offer better educations to all students, Exam Schools takes the important first steps toward illuminating an option that may eventually have resonance for our public school system as a whole."--Rachael Brown, New Republic "A cogent exploration of the struggle to balance equity and excellence in America's most academically selective public high schools... A fact-driven, clear text that will be of interest to educators as well as parents of students at selective public high schools."--Kirkus Reviews "Could, and should ... academically selective public high schools play a more expansive role in educating the nation's high-potential, high-achieving students[?] These are some of the questions that longtime education pundit Checker Finn, joined by educational consultant Jessica Hockett, set out to answer in their book."--Erik Robelen, Education Week "[E]ye-opening."--Jay Mathews, Washington Post "The subject is one of serious interest to colleges and universities because many of their best-prepared and motivated applicants come from these schools. These are schools and students college admissions officers and professors will want to know about."--Peter Cohee, National Association of Scholars "[T]his book raised important new questions and illuminated largely unknown facts... Finn and Hockett have done something rare in public policy debates: They've raised new issues."--Robert J. Samuelson, Washington Post "If you are interested in giving your child or children a superior education, this book is a must-read."--Nano Khilnani, Biz IndiaTable of ContentsIntroduction 1 Part I: The Big Picture 5 Chapter 1: History and Context 7 Chapter 2: Searching for Needles in the High School Haystack 22 Chapter 3: Exploring a New Constellation 28 Part II: Inside the Schools 57 Introduction 59 Chapter 4: Illinois Mathematics and Science Academy, Aurora, IL 61 Chapter 5: School Without Walls, Washington, D.C. 71 Chapter 6: Central High School Magnet Career Academy, Louisville, KY 79 Chapter 7: Liberal Arts and Science Academy, Austin, TX 88 Chapter 8: Jones College Prep, Chicago, IL 96 Chapter 9: Benjamin Franklin High School, New Orleans, LA 106 Chapter 10: Townsend Harris High School, Queens, NY 114 Chapter 11: Pine View School for the Gifted, Osprey, FL 122 Chapter 12: Oxford Academy, Cypress, CA 131 Chapter 13: Bergen County Academies, Hackensack, NJ 140 Chapter 14: Thomas Jefferson High School for Science and Technology, Annandale, VA 149 Chapter 15: Similarities and Differences 159 Part III: Summing Up 167 Chapter 16: Dilemmas and Challenges 169 Chapter 17: Conclusions 188 Appendix I: Selection Process and School List 203 Appendix II: Survey Questions 216 Notes 229 Index 249
£18.00
Princeton University Press Study Gods
Book SynopsisTrade Review"The importance of this study is . . . that while most research so far om social inequality and status reproduction (as distinct from upward social mobility) has considered thewe phenomena as restricted to one country, it is now shown that the elite students of China are part of the dynamics of elite status reproduction on a global scale."---Bart Dessein, Journal of the European Association for Chinese Studies
£71.40
Princeton University Press Learning in the Fast Lane
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£18.00
University of Toronto Press The Practice of Field Instruction in Social Work
Book SynopsisThis book is designed to guide social workers in their work as field instructors. It is unique in that it presents a conceptual system that unites social work theory taught in the classroom to actual practice in a variety of community settings. This system gives the field instructor a model to guide the student through a process that focuses attention on common elements of all social work practice situations. Many examples are presented to illustrate the application of this process.In addition, the text incorporates current research and experience on pre-practicum preparation, the importance of the initial meeting with students, the relationship between field instructor and student, guidance and monitoring of the learning process, evaluation procedures, legal liability and ethical issues, and working with students where age, experience, gender, differing ethnicities, or the presence of a disability may need consideration. Field education is examined bearing in mind the mul
£29.70
University of Nebraska Press The Pedagogical Imagination
Book SynopsisFrench school debates of recent years, which are simultaneously debates about the French Republic's identity and values, have generated a spate of internationally successful literature and film on the topic of education. This book shows how such techniques engage present-day readers and viewers in acts of interpretation.Trade Review"The Pedagogical Imagination showcases Sachs' own fine pedagogical skills."—Lisa Connell, French Forum“Sachs weaves together disciplines that have traditionally been distinct (literature, literary theory, reading pedagogy, film studies, history), and he does so in a way that is strikingly original and provocative.”—Mortimer Martin Guiney, author of Teaching the Cult of Literature in the French Third Republic Table of ContentsList of Illustrations Acknowledgments Introduction: Reading the Republican Legacy 1. A New Language of Learning: Object Lesson Pedagogy and the Modern Reader 2. Visualizing Literacy: From Pierre Larousse to Agnès Varda’s Les glaneurs et la glaneuse 3. Teaching Suspicion: Erik Orsenna’s La grammaire est une chanson douceas a Modern Tour de la France par deux enfants 4. A Classic Dodge: Republican Conflict and Islamic Solutions in Abdellatif Kechiche’s L’esquive 5. Writing on Walls: Laïcité and Literary Form in François Bégaudeau’s Entre les murs Conclusion: The Strangeness of Republican Culture Notes Bibliography Index
£49.30
Stanford University Press Measuring College Learning Responsibly
Book SynopsisThis book examines current practices in assessment of learning and accountability at a time when accrediting boards, the federal government and state legislatures are requiring higher education to account for such outcomes as student retention, graduation, and learning.Trade Review"Richard Shavelson's Measuring College Learning Responsibility: Accountability in a New Era is timely and provocative, given the recent debate in higher education regarding the measure of learning. . . Shavelson's valuable work takes us to a new level of assessment for higher education: arguing for a reconfiguration of what we call learning. His view is more academic, more complex, and more nuanced than any of its assessment predecessors. The CLA measures cognitive abilities, knowledge and skills associated with particular college majors, and broad competence in individual and social responsibility. While being careful to give us the psychometrics of this instrument, the book is also compelling and readable for those with general interest. However, it should be required reading for higher education scholars, policymakers, administrators who are charged with assessment, and officers of accrediting agencies."—Frances K. Stage, Review of Higher Education"This timely book provides practical insights into the emergence of assessment and student learning as well as the accountability of institutions of higher education. As Shavelson reveals, assessment of learning and teaching effectiveness is not always aligned with the external purposes and goals of stakeholders."—Henrik Minassians, California State University, Northridge"No other work is willing to take on the important issue of the measurement of learning at the college level. Our current accountability measures are overused and often inadequate, but Shavelson provides a direction for assuring successful means of assessing higher education in the future."—Frances Stage, New York University"Shavelson provides an interesting overview of the increasing pressure placed on US higher education to provide information on quality, comparability and accountability."—Bernard Longden, Liverpool Hope University, Higher Education
£77.35
John Wiley & Sons Ways of Assessing Children and Curriculum Stories of Early Childhood Practice
a huge range and FREE tracked UK delivery on ALL orders.
£19.76
Teachers' College Press Teacher as Curator Formative Assessment and
Book SynopsisProvides a roadmap for using creative strategies to engage both educators and students in the learning process. Focusing on key qualities of culturally and linguistically responsive arts learning, chapters specifically demonstrate how arts integration strategies and formative assessment can be a catalyst for change in the classroom.Table of Contents Contents (Tentative) Foreword Beth Lambert vii Preface ix Acknowledgments xi Introduction: Arts-Integrated Learning and Creativity 1 Creativity in Our Schools 1 Arts Integration 4 Arts as a Means of Formative Assessment 7 Influence of Pedagogical Research 9 Blending Theory and Practice: A Journey Through This Book 11 1. A New Lens for Assessment 13 Reframing Assessment 13 Authentic Assessment 15 Reflective Practice 19 Creative Assessment Linked with the Arts 21 Instructional Design 24 We Are the Change 25 2. Culturally Relevant Arts Teaching, Learning, and Assessment 28 What Is Culturally Relevant Teaching? 29 A Focus on Diverse Students 32 Arts and Culturally Responsive Teaching and Learning 34 Reflecting on Practice 38 Creating a Positive Environment for Learning 38 3. Teacher as Curator 43 The Art of Curation 43 Building Curation Skills 49 Curation as Part of Formative Assessment 50 4. Deepening the Lesson Plan 56 Lesson Planning 56 Lesson Design 61 Eight Curatorial Lenses for Reviewing and Deepening a Lesson Plan 71 Reclaiming Lesson Plans 78 5. Curation Maps: Tracing the Journey 80 Activating the Curation and Mapping Process 81 Understanding the Curation Map 84 Creating Curation Maps 89 Curation Leads to Insight 104 6. Learning Stories: Voices from the Field 106 The Learning Story 106 Story Examples from Teachers 110 Final Thoughts 132 7. Creative Assessment Strategies 134 Strategy 1: Altered Text 135 Strategy 2: Collage 139 Strategy 3: Dialogue Poem 144 Strategy 4: Movement Phrase 148 Strategy 5: Role-Play 154 Strategy 6: Soundscape 160 Strategy 7: Storyboard 165 Strategy 8: Tableau 170 Conclusion 179 The Arts as Verbs in the Classroom 180 The Artistry of Teaching 180 Key Nuggets 181 Meaningful Learning Experiences 182 References 185 Index 197 About the Authors 207
£24.69
Edward Elgar Publishing Ltd Achieving Equitable Education
Book SynopsisTrade Review‘Whilst the SDG4 collects statistical data on a range of education issues, it has transformed the technical spaces of data production into venues of deliberation on future policy directions. However, what about what we do not know? This book’s chapters chart in detail the challenges and repercussions of dealing with missing data, missing vulnerable populations, missing national relevance and, ultimately, missing the goal of using data meaningfully to support impactful education policies on the ground. Based on empirical evidence and analysis, and written by education experts working in the field, the book is recommended thoroughly to all those, experts and policymakers alike, that strive so that the SDG4 is not another missed opportunity in the governance of global education.’ -- Sotiria Grek, University of Edinburgh, UKTable of ContentsContents: 1 Introduction to missing education data and the SDG 4 data regime 1 Daniel Shephard and Marcos Delprato 2 A conceptual framework to assess missing data for SDG 4 14 Marcos Delprato 3 Priorities for missing data and SDG 4: Latin America and the Caribbean 32 Alejandro Vera, Ernesto Yáñez and Martín Scasso 4 Priorities for missing data and SDG 4 in the Asia region 49 James Shoobridge 5 Priorities for missing data on SDG 4 in the Arab Region 68 Karma El Hassan 6 Priorities for missing data and SDG 4 for countries in Africa 85 Angela Arnott 7 Missing education data on internally displaced people (IDPs) 103 Chiara Valenti and Louisa Yasukawa 8 Indigenous data sovereignty and missing education data 120 Jacob Prehn, Karen Martin and Gawaian Bodkin-Andrews 9 Gender, missing data and SDG 4 138 Helen Longlands, Rosie Peppin Vaughan and Elaine Unterhalter 10 Conclusions on missing education data and the SDG 4 data regime 156 Marcos Delprato and Daniel Shephard Index
£90.00
Edward Elgar Publishing Ltd How To Embed Authenticity in Legal Assessments
Book SynopsisAgainst the backdrop of the challenges and opportunities presented by the advances in generative AI, this book combines a critical, yet practical, examination of the place of authenticity in legal assessment in higher education.
£85.00
