Education: examinations and assessment Books

Book SynopsisThe ASQ®:SE-2 questionnaires are the most cost-effective, reliable way to screen young children for social-emotional issues in the first 6 years of life. These 9 age-appropriate questionnaires in Arabic (2, 6, 12, 18, 24, 30, 36, 48, and 60 months) effectively screen 7 key social-emotional areas: self-regulation, compliance, adaptive functioning, autonomy, affect, social-communication, and interaction with people. This Arabic translation was completed by Huda Felimban, Ph.D., a bilingual (Arabic/English) lecturer in the Department of Childhood Studies at King Abdulaziz University, Saudi Arabia, with extensive knowledge of early intervention and serving children with developmental delays. ASQ:SE-2 in Arabic was reviewed by experts from different Arabic-speaking countries (i.e., Lebanon, Iraq, Egypt) to ensure that the translation is accurate and as widely accessible as possible for parents from different countries.How to Use ASQ:SE-2 Questionnaires Fast and easy to use, ASQ:SE-2 questionnaires take just 10–15 minutes for parents to complete. First, parents fill out the questionnaire, checking the response that best describes their child's behavior: often or always, sometimes, or rarely or never. Clear questions help parents complete the questionnaires quickly and accurately, and open-ended questions ask about any related parental concerns. Professionals score the questionnaire in just 2–3 minutes, and then transfer a total score to a simple summary sheet along with any concerns the parent has noted. The summary sheet indicates whether any followup should be considered. Total scores that fall in the graph's range of risk (dark shaded zone) indicate the child may need further evaluation. A total score in the "monitoring" zone (light shaded area) helps identify children that may require followup actions based on items of concern. Professionals can work with parents to address behaviors of concern and provide social-emotional development information sheets and activities to help their child make progress before the next screening. Scores outside the shaded zones mean the child's social-emotional development appears to be developing on schedule. Parents can monitor their child's development by rescreening at the next ASQ:SE-2 interval. ASQ:SE-2 Arabic Questionnaires are provided as printable PDF master copies on CD-ROM. The CD-ROM also includes Arabic translations of the What is ASQ:SE-2? parent handout, parent conference sheet, and child monitoring sheet.Convenient, easy online completion and management for ASQ:SE-2 questionnaires are available with the purchase of ASQ® Online.Please note: each physical site must own an original ASQ®:SE-2 User's Guide (in English), in addition to this questionnaires CD.Table of Contents About This CD-ROM About This Translation 2 Month ASQ:SE-2 Arabic 2 Month ASQ:SE-2 Information Summary Arabic 6 Month ASQ:SE-2 Arabic 6 Month ASQ:SE-2 Information Summary Arabic 12 Month ASQ:SE-2 Arabic 12 Month ASQ:SE-2 Information Summary Arabic 18 Month ASQ:SE-2 Arabic 18 Month ASQ:SE-2 Information Summary Arabic 24 Month ASQ:SE-2 Arabic 24 Month ASQ:SE-2 Information Summary Arabic 30 Month ASQ:SE-2 Arabic 30 Month ASQ:SE-2 Information Summary Arabic 36 Month ASQ:SE-2 Arabic 36 Month ASQ:SE-2 Information Summary Arabic 48 Month ASQ:SE-2 Arabic 48 Month ASQ:SE-2 Information Summary Arabic 60 Month ASQ:SE-2 Arabic 60 Month ASQ:SE-2 Information Summary Arabic What Is ASQ:SE-2? (Arabic parent handout) Mailing sheet Parent Conference Sheet (Arabic) Child Monitoring Sheet (Arabic) About ASQ:SE-2 About Your ASQ:SE-2 Keycode About the Authors ASQ Training ASQ Ordering Guide Frequently Asked Questions Photocopying Release End User License Agreement

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Book SynopsisAs new federal mandates require that schools help every child make progress, it’s more important than ever for teachers to collect data regularly, make data-based instructional decisions, and monitor student progress toward goals. This is the practical, teacher-friendly guide you need to harness the power of progress monitoring (PM) and uncover what is and isn’t working in your classroom.You’ll start with a complete introduction to the fundamentals of progress monitoring, including why it’s a critical component of response to intervention (RTI) and multi-tiered systems of support (MTSS); how to use it in academic, behavioral, and functional settings; and how to support your teaching and assessment through task analysis. Then you’ll get real-world guidance on how to implement every key step in the PM process, from collecting data efficiently to making informed decisions about your instruction. To bring PM principles to life, chapter-long case studies take you inside five classrooms and show you how real teachers used progress monitoring to support their students’ academic and behavioral goals.Ideal for educators in K-12 classrooms—but also applicable to preschool and transition programs—this urgently needed guide is your key to using PM to comply with federal mandates, refine your teaching, and help every learner achieve success.LEARN HOW TO: Monitor student progress toward academic, behavioral/social, and functional goals Create clear, easy-to-read graphs of your data Analyze data to make the best, most informed instructional decisions Select evidence-based practices to accelerate your students’ progress Involve students with and without disabilities in monitoring their own progress Tailor PM to individual students’ strengths and needs Use PM to monitor progress toward IEP and 504 goals Manage your time and materials efficiently See the principles in action with five case studies written by special educators PRACTICAL MATERIALS: Throughout the book, end-of-chapter exercises, visual examples, and handy downloadable forms give readers the tools they need to conduct effective progress monitoring in their own classrooms.Table of Contents About the Downloads About the Author About the Contributors Preface Acknowledgments Section I    Fundamentals: The Value of Progress Monitoring Chapter 1    Introduction to Progress Monitoring Chapter 2   Progress Monitoring in Foundational Academic Skill Areas Chapter 3   Progress Monitoring in Behavioral and Social Skills Chapter 4   Task Analysis: An Instructional Strategy and Assessment Tool Section II    Procedures: Implementing Progress Monitoring in Your Classroom Chapter 5   Graphing Progress Monitoring Data Chapter 6    Making Decisions Based on Progress Monitoring Chapter 7    Engaging Students in Monitoring Their Own Progress Chapter 8    Managing Progress Monitoring in the Classroom Section III    Progress Monitoring in Practice: Case Studies Chapter 9    Case Study: Francis Chapter 10    Case Study: Jack Chapter 11    Case Study: Natalie Chapter 12    Case Study: Christopher Chapter 13    Case Study: Pedro Section IV    Putting It All Together Chapter 14    Progress Monitoring in the Real World References Index

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Book SynopsisComprehensive and reader‐friendly, this User's Guide gives early childhood professionals the practical knowledge they need to use the Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®‐3) accurately and effectively.In this volume, professionals will find:a complete overview of the AEPS‐3 linked system approachan introduction to each AEPS‐3 component and how they work togetherstrategies for encouraging family engagement and fostering team collaborationguidance on using AEPS‐3 to work with children and families who have diverse needsa summary of the research behind AEPS-3, including data on the utility, validity, and reliability of the AEPS‐3 TestABOUT AEPS‐3Streamlined and enhanced with user‐requested updates, the new AEPS‐3 gives your early childhood program the most accurate, useful child data and a proven way to turn data into action across everything you do, from goal setting to teaching to progress monitoring. Use this highly effective and efficient linked system to assess, develop goals, implement instruction/intervention, and monitor progress of every child you work with, from the first months of life through kindergarten.AEPS‐3 HELPS YOU: Collect essential assessment data and use it across your key tasks: OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with familiesTrack and support emerging skills, where real growth and development happenLink assessment data to a tiered curriculum for designing teaching and intervention strategies that get resultsPick up small increments of progress—important when demonstrating growth for children with disabilitiesActively involve families, with handouts to support engagement, forms to gather input, and reports to share resultsStrengthen school readiness for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skillsStreamline reporting and data management with AEPS®i, the user‐friendly web‐based systemThere's never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.Table of Contents About the Authors About EMRG Acknowledgments Introduction: Evolution of AEPS® I. FOUNDATIONS OF AEPS®-3 1   AEPS-3 Framework 2   AEPS-3 Components II. IMPLEMENTING AEPS-3 3   Using the AEPS-3 System 4   Using AEPS-3 to Support Family Engagement 5   Using AEPS-3 to Support Collaboration and a Team Approach 6   Using AEPS-3 with Children and Families Who Have Diverse Needs 7   AEPS-3 Research References Appendix A   AEPS-3 Glossary Appendix B   Alignment of AEPS-3 with OSEP Child Outcomes

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Book SynopsisFor use after the AEPS®‐3 Test, the AEPS®‐3 Curriculum is an activity‐based, multi-tiered curriculum that helps professionals support every child's development with differentiated instruction in eight developmental areas: fine motor, gross motor, adaptive, social‐emotional, social‐communication, cognitive, literacy, and math. This Beginning curriculum volume includes foundational skills that typically developing children acquire in the first year to 18 months of life. Two additional levels, Growing (for the toddler years) and Ready (covering more complex developmental and early academic skills), are also available.In this volume, professionals will find:a complete introduction to the curriculum's foundations, content, and organizationhelpful guidelines for selecting goals and outcomesstrategies for matching tiered teaching/intervention strategies—universal, focused, and specialized supports—with young children's individual needsinstructions on collecting progress monitoring data at each teaching/intervention tierevidence‐based strategies for teaching specific developmental skills within 18 typical routines and activities, such as mealtime, naps, dressing, bathtime, sensory, and outdoor playABOUT AEPS‐3Streamlined and enhanced with user‐requested updates, the new AEPS‐3 gives your early childhood program the most accurate, useful child data and a proven way to turn data into action across everything you do, from goal setting to teaching to progress monitoring. Use this highly effective and efficient linked system to assess, develop goals, implement instruction/intervention, and monitor progress of every child you work with, from the first months of life through kindergarten.AEPS‐3 HELPS YOU: Collect essential assessment data and use it across your key tasks: OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with familiesTrack and support emerging skills, where real growth and development happenLink assessment data to a tiered curriculum for designing teaching and intervention strategies that get resultsPick up small increments of progress—important when demonstrating growth for children with disabilitiesActively involve families, with handouts to support engagement, forms to gather input, and reports to share resultsStrengthen school readiness for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skillsStreamline reporting and data management with AEPS®i, the user‐friendly web‐based systemThere's never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.

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Book SynopsisFor use after the AEPS®‐3 Test, the AEPS®‐3 Curriculum is an activity‐based, multitiered curriculum that helps professionals support every child's development with differentiated instruction in eight developmental areas: fine motor, gross motor, adaptive, social‐emotional, social‐communication, cognitive, literacy, and math. This Ready curriculum volume covers more complex developmental and early academic skills that are considered important for school success. Two additional levels, Beginning (for skills typically developing in the first year to 18 months of life) and Growing (for the toddler years) are also available.In this volume, professionals will find:a complete introduction to the curriculum's foundations, content, and organizationhelpful guidelines for selecting goals and outcomesstrategies for matching tiered teaching/intervention strategies—universal, focused, and specialized supports—with young children's individual needsinstructions on collecting progress monitoring data at each teaching/intervention tierevidence‐based strategies for teaching specific developmental skills within 18 typical routines and activities, such as snack time, handwashing, dramatic play, circle time, and scienceABOUT AEPS‐3Streamlined and enhanced with user‐requested updates, the new AEPS‐3 gives your early childhood program the most accurate, useful child data and a proven way to turn data into action across everything you do, from goal setting to teaching to progress monitoring. Use this highly effective and efficient linked system to assess, develop goals, implement instruction/intervention, and monitor progress of every child you work with, from the first months of life through kindergarten.AEPS‐3 HELPS YOU: Collect essential assessment data and use it across your key tasks: OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with familiesTrack and support emerging skills, where real growth and development happenLink assessment data to a tiered curriculum for designing teaching and intervention strategies that get resultsPick up small increments of progress—important when demonstrating growth for children with disabilitiesActively involve families, with handouts to support engagement, forms to gather input, and reports to share resultsStrengthen school readiness for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skillsStreamline reporting and data management with AEPS®i, the user‐friendly web‐based systemThere's never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.Table of Contents About the Authors About EMRG I. AEPS®-3 CURRICULUM ORGANIZATION AND USE 1   Curriculum Foundations and Framework 2   Curriculum Content and Organization 3   Deciding What to Teach 4   Deciding How to Teach 5   Progress Monitoring II. AEPS-3 CURRICULUM READY ROUTINES AND ACTIVITIES 6   Active & Outdoor Play 7   Arrival & Departure 8   Art 9   Bath Time 10 Block Play 11 Circle Time 12 Diapering, Toileting, & Handwashing 13 Dramatic Play 14 Dressing 15 Field Trips 16 Math 17 Meals & Snacks 18 Music & Movement 19 Nap & Sleep 20  Science 21 Sensory 22 Technology 23 Writing References Appendix A   Resources for AEPS-3 Curriculum Routines & Activities Appendix B   AEPS-3 Skills Matrix Index

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Book SynopsisThe AEPS®?3 Child Observation Data Form helps professionals gather child assessment data in all 8 AEPS-3 developmental areas across 3 time periods through observation, direct test, and/or report. It is available in a pack of 5 36-page forms.AEPS?3 HELPS YOU: Collect essential assessment data and use it across your key tasks: OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with families. Track and support emerging skills, where real growth and development happens. Link assessment data to a tiered curriculum for designing teaching and intervention strategies that get results. Pick up small increments of progress—important when demonstrating growth for children with disabilities. Actively involve families, with handouts to support communication and family engagement, forms to collect information about child skills, and reports to share results and progress. Strengthen school readiness for every young child by checking and supporting core skills across all areas of child development, including pre?academic and social?emotional skills. There's never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.

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Book SynopsisMeaningful, authentic assessment practices are one key to the success of early childhood inclusion. Prepare current and future teachers with the second edition of this comprehensive textbook, an in‐depth guide to the how and the why of high‐quality assessment in the context of inclusive early childhood settings.Updated with new contributors and coverage of timely new topics, this book takes a blended approach to assessment, combining the latest recommended practices from early childhood education and early childhood special education. Well‐known experts Kristie Pretti‐Frontczak and Jennifer Grisham have developed this text to align with Division for Early Childhood Recommended Practices on assessment. Educators will learn how to select and use assessment instruments, conduct authentic assessment during daily activities and routines, collaborate with families and other team members, master the challenges of kindergarten assessment, conduct eligibility assessments, use assessment to inform program planning and monitor progress, and more.Ideal for both undergraduate and graduate courses and personnel preparation programs, this comprehensive text gives teachers the knowledge and tools they need to implement high‐quality assessment and reap its benefits: inclusive, family‐centered programming that improves outcomes for all children.WHATS NEW: New section on considerations for special populations: dual language learners, children in kindergarten, and children who have severe and multiple disabilities Increased focus on educational equity throughout the book New and expanded coverage of important themes and topics, including authenticity, collaborative partnerships, and data‐based decision making New invited contributors who are experts in the field and advocates for early childhood inclusion More practical materials, including new and extended case studies, a revised Curriculum‐Based Assessment Rating Rubric and glossary, and a list of recommended practices Overview of revised versions of commonly used curriculum‐based assessments, including AEPS‐3, COR Advantage, and Work Sampling System Companion materials for faculty, including PowerPoints with links to activities and resources Table of Contents Foreword Acknowledgements Dedications Section 1: Recommended Practices Chapter 1: Introduction Jennifer Grisham and Kristie Pretti‐Frontczak Why a Second Edition Major Themes of this Book   Authenticity   Collaborative Partnerships   Utility   Educational Equity Overview of Major Book Sections   Section I: Recommended Practices (Process)   Section II: Reasons for Conducting Assessment (Purpose)   Section III: Special Topics in Assessment Intended Audience and Use Definitions of Key Terms Used Throughout   Assessment   Blended Practices   Teacher Summary References Chapter 2: Recommended Practices in Authentic Assessment Kristie Pretti‐Frontczak, Rebecca Crawford, Lynn Sullivan, and Jennifer Grisham Authentic Assessment   Authentic Assessment Defined   Difference Between Authentic Assessment and Conventional Assessment Advantages and Evidence‐Base   Advantages of Authentic Assessment   Support for Authentic Assessment Flipping the Script Summar References Chapter 3: Family Involvement in the Assessment Process Julie Harp Rutland, Ashley Lyons‐Picard, Jennifer Grisham, and Kristie Pretti‐Frontczak Involving Families in the Assessment Process   Ecological Systems Theory   Adult Learning Theory   Family‐Centered Practices Legal Mandates Involving Families in the Assessment Process   Learner   Expert   Team Member   Advocate   Benefits to Families and Children Approaches for Gathering Assessment Information from Families   Unstructured Approaches   Structured Approaches Considerations for Gathering Reliable Information from Families   Understanding Levels of Family Involvement   Effective Communication Strategies   Considerate Scheduling   Embracing Diversity, Equity, and Inclusion   Defining Priorities   Setting Individual Goals   Program Planning Summary References Chapter 4: Recommended Practices for Determining Technical Adequacy Kristie Pretti‐Frontczak and Jennifer Grisham Technical Adequacy   Validity   Reliability   Bias Classification Measures Common Practices Related to Conventional Assessment   Calculating Chronological Age   Establishing Basal Ceiling   Adjusting for Prematurity   Interpreting Results Summary References Chapter 5: Critical Decision‐Making Process Lynn Sullivan, Kristie Pretti‐Frontczak, and Jennifer Grisham Overview of the Decision‐Making Process Step One: Gathering   Guiding Principles: What to Observe   Guiding Principles: Who Observes   Guiding Principles: When and Where to Observe   Guiding Principles: How Often to Observe Step Two: Documenting   Written Descriptions   Visuals and Artifacts   Counts or Tallies Step Three: Summarizing   Numerical Summaries   Visual Summaries   Narrative Summaries Step Four: Analyzing   Patterns   Trends Step Five: Interpreting Summary References Appendix A: Lists of Recommended Practices for the Decision Making‐Process Section 2: Reasons for Conducting Assessments Chapter 6: Assessment for Program Planning Purposes Kristie Pretti‐Frontczak, Jennifer Grisham, Lynn Sullivan, and Sarah Hawkins‐Lear Definition and Purpose of Assessment for Program Planning Conducting Program Planning Assessments   Selecting a CBA for Program Planning   CBA Rating Rubric   Administering CBAs   Assessment Fidelity   Assessment Activities Using Information from CBAs to Program Plan   Making Decisions for Program Planning   Identifying Who Needs to Learn What   Sorting Children by Outcomes   Multi‐Tiered Systems of Support Summary References Appendix B: Revised Curriculum:Based Assessment Rating Rubric and Glossary Chapter 7: Assessment for Progress Monitoring Purposes Jennifer Grisham, Kristie Pretti‐Frontczak, Ashley Lyons‐Picard, Sarah Hawkins‐Lear, and Lynn Sullivan Progress Monitoring Recommended Progress Monitoring Practices   Holistic Appraoch to Progress Monitoring   Progress Monitoring Decision:Making Tiered Model of Progress Monitoring Sharing Progress Monitoring Information   Communicating with Families   How and When to Share Progrss Monitoring Information Summary References Chapter 8: Recommended Practices in Identifying Children for Special Services Kristie Pretti‐Frontczak and Jennifer Grisham Child Find   Purpose and Requirements   Common Activities and Recommended Practices Screening   Traditional and Contemporary Screening Approaches   Screening Types and Formats Screening Types Screening Formats   Recommended Screening Practices Determining Eligibility for Services   Federal Regulations   Federal Categories   Developmental Delay   State Variations Recommended Practices for Eligibility Determination   Transdisciplinary Teaming During Eligibility   Report Writing Summary References Chapter 9: Program Evaluation Jennifer Grisham and Kristie Pretti‐Frontczak Types and Reasons for Conducting Program Evaluation   Individual Classroom‐Level Evaluations   Local Program‐Level Evaluations   State‐Level Evaluations   Federal Program Evaluations Methods of Collecting Program Evaluation Data   Child Outcome Data   Program Observations   Stakeholder Input   Record Reviews Recommended Practices   Planning for Program Evaluation   Conducting a Program Evaluation   Using Program Evaluation Data Summary References Section 4: Considerations for Special Populations Chapter 10: Recommended Practices for Assessing Children Who are Dual Language Learners (DLLs) or Multilanguage Learners Lin Zhu, Jennifer Grisham, Kristie Pretti‐Frontczak, and Ashley Lyons‐Picard General Considerations for Assessing Children Who are DLLs or Multilanguage Learners   Challenges of Assessing Children Who are DLLs or Multilanguage Learners Special Recommendations   What to Assess   How to Assess   Influences and Biases   Intechangeable Cuing Systems   Alternative, Flexible Materials   Alternative Responses Measures Summary References Chapter 11: Recommended Practices for Assessing Children with Severe and Multiple Disabilities Jennifer Grisham, Ashley Lyons‐Picard, and Kristie Pretti‐Frontczak Transdisciplinary Teaming General Considerations for Assessing Children with Severe and Multiple Disabilities   Children with Complex Medical Needs Special Recommendations   What to Assess   How to Assess   Influences and Biases   Interchangeable Cuing Systems   Alternative, Flexible Materials   Alternative Responses Measures Summary References Chapter 12: Kindergarten Assessment Julie Rutland, Jennifer Grisham, Lynn Sullivan, and Kristie Pretti‐Frontczak Kindergarten Readiness and Kindergarten Assessment Timely Referrals and Tiered Instruction Program Planning in Kindergarten Classrooms   Curriculum Based Measures   Curriculum Bases Assessments Summary References Index

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Book SynopsisUsed in both research and clinical settings, these parent report instruments help SLPs and other professionals screen children, develop a prognosis for children with language delays, plan effective intervention, monitor progress, and meet mandates for including parent input in child evaluation. Words and Gestures form (ages 8 to 18 months). With this comprehensive instrument, parents document the child’s understanding of hundreds of early vocabulary items, and the form yields separate indexes of words understood and words produced. Then, parents record communicative and symbolic gestures the child has tried or completed. It is available in a pack of 25. WHAT’S NEWThe third edition of the CDIs includes updated norms, additional tools, and more administration formats and helpful resources. Here’s a look at what’s new: Expanded and more representative norms—more than 4,000 new children have been added to the norming dataset for the CDI: Words and Gestures and CDI: Words and Sentences. Norming tables have been statistically adjusted to reflect key U.S. demographic indicators. More options for electronic administration of the CDIs, including fillable PDFs and a new web-based administration platform, Web-CDI New picture-based instructions with easy-to-understand illustrations and examples More extensive administration and scoring guidelines More on using the CDIs with bilingual and multilingual children An expanded chapter on the CDI-III Detailed guidelines about choosing the most appropriate CDI forms when several are potentially useful Expanded guidelines on the use of CDI short forms, including new statistically-adjusted norms and information on reliability and validity More CDI resources available online, including Wordbank, an open repository of CDI data in 38 languages representing more than 84,000 children A rapid, valid Computerized Adaptive scale for expressive vocabulary, now available through Web-CDI A helpful list of frequently asked questions

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Book SynopsisCDI-III, part of the third edition of the MacArthur-Bates Communicative Development Inventories (CDIs), is a short, 2-page tool that measures language and communication skills for children between the ages of 30 to 37 months. Parents complete this quick instrument to document a child's expressive vocabulary and grammar. It is available in a pack of 25 paper forms on a tablet.For use with the MacArthur-Bates Communicative Development Inventories (CDIs), these CDI-III Forms, sold on a tablet of 25 paper forms, offer a quick measure of vocabulary and grammar skills for children between the ages of 30 to 37 months.WHAT'S NEWThe third edition of the CDIs includes updated norms, additional tools, and more administration formats and helpful resources. Here's a look at what's new: Expanded and more representative norms—more than 4,000 new children have been added to the norming dataset for the CDI: Words and Gestures and CDI: Words and Sentences. Norming tables have been statistically adjusted to reflect key U.S. demographic indicators. More options for electronic administration of the CDIs, including fillable PDFs and a new web-based administration platform, Web-CDI New picture-based instructions with easy-to-understand illustrations and examples More extensive administration and scoring guidelines More on using the CDIs with bilingual and multilingual children An expanded chapter on the CDI-III Detailed guidelines about choosing the most appropriate CDI forms when several are potentially useful Expanded guidelines on the use of CDI short forms, including new statistically-adjusted norms and information on reliability and validity More CDI resources available online, including Wordbank, an open repository of CDI data in 38 languages representing more than 84,000 children A rapid, valid Computerized Adaptive scale for expressive vocabulary, now available through Web-CDI A helpful list of frequently asked questions

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Book SynopsisEssential for effective use of the MacArthur-Bates Communicative Development Inventories (CDIs), Third Edition, this in-depth User's Guide and Technical Manual walks professionals through the development, administration, and scoring of the inventories.

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Book SynopsisThe Autism Program Environment Rating Scale – Middle/High School (APERS-MH) is an assessment used to evaluate the quality of educational programs for preschool/elementary students with autism. The APERS-MH contains 69 assessment items organized in 11 domains (e.g., Learning Environments, Curriculum and Instruction, Post-Secondary Transition Planning etc.). To complete the assessment, a trained APERS rater visits the school program. The rater 1) reviews student records for 2-3 focal students with autism, 2) interviews school personnel and parents of the focal students, and 3) observes these students throughout their school day, taking notes throughout the process, before completing an electronic scoring tool. The rater then shares the results with school personnel to use in improving program quality.Table of Contents About the Downloads About the Authors Preface Acknowledgments Chapter 1: Introduction to the Autism Program Environment Rating Scale The APERS and Program Quality APERS-MH at a Glance Context for the APERS: Assessment of Quality in Education APERS Development APERS 2023 Summary Chapter 2: Getting Started: APERS Training and Administration Step 1: Complete APERS Training Step 2: Make Initial Arrangements for the APERS Step 3a: Review IEPS and Other Relevant Student Records Step 3b: Conduct Observations Step 3c: Complete Interviews Additional Considerations for Self-Contained Special Education Classes and Inclusive Programs Summary Appendix 2.1 APERS-MH Record Review Guide Appendix 2.2 APERS-MH Observer Guide Appendix 2.3 APERS-MH Tip Sheet Appendix 2.4 Sample Letter to Administrator Appendix 2.5 APERS-MH Planning Guide (Preliminary Interview) Appendix 2.6 Sample Letter to Parent Chapter 3: Scoring the APERS Data Used to Score the APERS-MH Reviewing Data Making Judgments About APERS-MH Items Using the Scoring Tool Item Format and Scoring Scoring Description by Domains Automatic Generation of Scores APERS-MH Scoring Calculator Summary Chapter 4: Using APERS Information National, State, and Local Leaders’ Use of APERS Information Research Uses of APERS Results Summary Chapter 5: APERS Self-Assessment Format for Items Description of Program Quality Domains Procedures for Completing the APERS-MH Self-Assessment Tool Using the APERS-MH Self-Assessment Program Ratings Summary Chapter 6: Understanding the Empirical Foundations and Research Uses of APERS Psychometric Features of the APERS NPDC and the First Use of APERS in Research and Evaluation Evaluating the NPDC Model When Implemented in Elementary Schools Evaluating Changes in Program Quality in the Efficacy Study of the Center on Secondary Education for Students with Autism Spectrum Disorder (CSESA) Using APERS to Promote Program Quality in Sweden Summary Frequently Asked Questions Glossary References Index

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Book SynopsisThe Autism Program Environment Rating Scale – Preschool/Elementary (APERS-PE) is an assessment used to evaluate the quality of educational programs for preschool/elementary students with autism. The APERS-PE contains 62 assessment items organized in 10 domains (e.g., Learning Environments, Curriculum and Instruction, Family Involvement, etc.). To complete the assessment, a trained APERS rater visits the school program. The rater 1) reviews student records for 2-3 focal students with autism, 2) interviews school personnel and parents of the focal students, and 3) observes these students throughout their school day, taking notes throughout the process, before completing an electronic scoring tool. The rater then shares the results with school personnel to use in improving program quality.Table of Contents About the Downloads About the Authors Preface Acknowledgments Chapter 1: Introduction to the Autism Program Environment Rating Scale The APERS and Program Quality APERS-PE at a Glance Context for the APERS: Assessment of Quality in Education APERS Development APERS 2023 Summary Chapter 2: Getting Started: APERS Training and Administration Step 1: Complete APERS Training Step 2: Make Initial Arrangements for the APERS Step 3a: Review IEPS and Other Relevant Student Records Step 3b: Conduct Observations Step 3c: Complete Interviews Additional Considerations for Self-Contained Special Education Classes and Inclusive Programs Summary Appendix 2.1 APERS-PE Record Review Guide Appendix 2.2 APERS-PE Observer Guide Appendix 2.3 APERS-PE Tip Sheet Appendix 2.4 Sample Letter to Administrator Appendix 2.5 APERS-PE Planning Guide (Preliminary Interview) Appendix 2.6 Sample Letter to Parent Chapter 3: Scoring the APERS Data Used to Score the APERS-PE Reviewing Data Making Judgments About APERS-PE Items Using the Scoring Tool Item Format and Scoring Scoring Description by Domains Automatic Generation of Scores APERS-PE Scoring Calculator Summary Chapter 4: Using APERS Information National, State, and Local Leaders’ Use of APERS Information Research Uses of APERS Results Summary Appendix Sample Report to Building-Level Leaders Chapter 5: APERS Self-Assessment Format for Items Description of Program Quality Domains Procedures for Completing the APERS-PE Self-Assessment Tool Using the APERS-PE Self-Assessment Program Ratings Summary Chapter 6: Understanding the Empirical Foundations and Research Uses of APERS Psychometric Features of the APERS NPDC and the First Use of APERS in Research and Evaluation Evaluating the NPDC Model When Implemented in Elementary Schools Evaluating Changes in Program Quality in the Efficacy Study of the Center on Secondary Education for Students with Autism Spectrum Disorder (CSESA) Using APERS to Promote Program Quality in Sweden Summary Frequently Asked Questions Glossary References

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Book SynopsisA perfect guide to those wishing to understand the contemporary Jewish day school. This book takes readers inside Jewish day schools to observe what happens day to day, as well as what the schools mean to their students, families, and communities. Many different types of Jewish day schools exist, and the variations are not well understood, nor is much information available about how day schools function. Inside Jewish Day Schools proves a vital guide to understanding both these distinctions and the everyday operations of these contemporary schools. Trade Review"Inside Jewish Day Schools presents a unique perspective on Jewish education in North America and the factors that contribute to successful learning within the community and within the school. But perhaps even more significantly, as one prominent Jewish educator mentioned to me, the book, with its analysis of the nine schools, presents a series of excellent case studies that can advance and improve the state of Jewish education." * Jerusalem Post *"The book does offer useful insight into the operations of the schools studied and their different approaches to the challenges they face. Researchers and those involved in day school education will find this aspect of the study most useful." * Choice *“A black box is commonly thought of as a recording device. In other fields, the black box details the characteristics of a system’s internal workings. That’s what the reader gets from Pomson and Wertheimer. They report ‘on what happens inside Jewish day schools,’ asserting ‘every school we studied has a profound impact on the lives of people it touches.’ . . . Inside Jewish Day Schools is akin to a travelogue, the scenes, the settings, the missions, the amenities, and the challenges. Names, job descriptions, and stories are true. Style of leadership and quality of communication seems to determine success.” * Israel National News *“In Inside Jewish Day Schools: Leadership, Learning, and Community, Pomson and Wertheimer’s in-depth studies of these different schools reveal the complex set of activities at the heart of educating young people and the topography of concerns and desires informing these institutions. Their insights reveal the complexity of ‘good-enough’ Jewish education. . . . [This] book . . . exemplifies exactly the sort of rich and insightful scholarship necessary for nurturing vibrant, lived North American Judaism.” * Sources: A Journal of Jewish Ideas *“A highly enjoyable scholarly work that is also suitable for lay audiences. It provides rich and thoughtful insights into a sample of high-performing North American Jewish day schools that are making meaningful contributions to the socialization of North American Jewish youth.” * Contemporary Jewry *"Alex and Jack have opened the windows to an array of exemplary Jewish day schools, offering an inside view of how they work on good days and tough ones. A singular contribution to the knowledge base of Jewish education. Accounts go beyond the usual statistics and offer narratives of painful challenges and creative responses. Required reading for Jewish educators and for community members committed to educating future generations of Jewish leaders." -- Lee S. Shulman, Lee S. Shulman"Pomson and Wertheimer confront the challenges and successes of Jewish day schools in North America, and by using a sophisticated research methodology, have conducted a deep dive into Jewish schools today. For anyone interested in Jewish schools, Jewish education, or indeed Jewish life today, this book offers an unparalleled vantage point which should invariably stimulate lots of discussion and debate, and shine a light on some deep issues of concern." -- David Bryfman, CEO, The Jewish Education Project"Anyone seeking to understand the opportunities and challenges in Jewish day schools today will benefit from the virtual guided tour that Pomson and Wertheimer have finely curated. This behind-the-scenes analysis lends valuable perspective on the realities and enduring dilemmas of pursuing a mission and ideals in a Jewish school setting. Educators and lay leaders alike will be enriched by the particular cases of innovative and intentional leadership, learning and change management. Each voice in the book reveals a unique Jewish school culture with generalizable lessons for the field." -- Miriam Heller Stern, Vice Provost for Educational Strategy and National Director of the School of Education, HUC-JIR"Pomson and Wertheimer invite us to see these nine schools, and Jewish Day Schools everywhere, with new eyes. They combine expertise in educational research with a depth of curiosity, insight and human connection that bring the schools, and the people in them, to life. These refreshingly honest portrayals powerfully illustrate the similar and different ways that leadership, education, Judaism, community come together to shape the hearts and minds of our next generation." -- Rabbi Marc Baker, President and CEO, Combined Jewish Philanthropies of Boston, and former Head of School, Gann Academy"An invaluable guide to the contemporary Jewish day school in North America that is at once discerning and appreciative. The authors discover a great deal that is working well in the nine schools they profile, and explain why; they offer nuanced understanding of how changes in pedagogy, recruitment strategy, student support, board governance, institutional leadership and community outreach could help schools of every denominational variety to be more effective. One comes away convinced that leadership, vision and high quality learning are the keys to high achievement and that successful day schools are essential to the future of the Jewish community." -- Arnold Eisen, Chancellor Emeritus and Professor of Modern Jewish Studies at the Jewish Theological Seminary of AmericaTable of ContentsIntroductionPart I: Lower and Middle Schools1. Progressively Maintaining the Middle—Hillel Torah, Skokie, IL2. A Forward-Looking Community School—Hillel Day School, Detroit3. The School as a “Gateway” —Brandeis Marin, California4. Nurturing Students’ Reflectiveness and Wellness—The Pressman Academy, Los Angeles5. Doing More with Less—Akiva, NashvillePart II: High Schools6. Re-centering the Centrist Orthodox Day School—The Rav Teitz Mesivta Academy, Elizabeth, NJ7. It’s All in a Name—Community Hebrew Academy of TorontoPart III: K-12 Schools8. How a Day School Transforms Itself—Hebrew Academy (RASG), Miami Beach, Florida9. The Yeshiva as Teiva (a protective ark)—Darchei Torah, Far Rockaway, NYConclusionAppendix: Day School Sectors by the NumbersGlossary of Terms

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Book SynopsisCompiling extensive research findings with real insights from the business world, this must-read book on performance appraisal explores its evolution from the classic appraisal to its current form, and the methodology behind its progression. Looking forward, Aharon Tziner and Edna Rabenu emphasize that well-conducted appraisals combine a mixture of classic and current, and are here to stay. The book first presents a primer to performance appraisals, covering the role of management, the appraisers, and external and political influences. The authors then present ways to improve the appraisal system through training, methodology and diversification. Consequently, they outline the key questions and opportunities facing the research and business communities, including the rapidly developing technological and democratic workforce. In particular, the authors highlight the need for the creation of a ''climate of performance'' and innovation in research, for the betterment of both the individual employee and society as a whole. Improving Performance Appraisal at Work is a comprehensive guide for researchers in business and management, human resource management and organizational behavior. The authors cover an extensive array of issues relating to the role of employee performance appraisal, making this book an excellent advisory text for those in professional human resource roles.Table of ContentsContents: Preface PART I PERFORMANCE APPRAISAL: A PRIMER 1. Performance at Work and its Appraisal: Demarcation of the Field 2. The performance appraisal system (PAS) 3. Decisions for PA Methods 4. Effectiveness of Performance Evaluation Formats 5. Organizational Environment Factors Influencing the Appraisal Process 6. Performance Appraisal and Political Considerations in the Workplace 7. External Environment Factors Influencing the Appraisal Process 8. Performance Evaluation of Work Teams 9. The Feedback Interview PART II WAYS TO IMPROVE THE PERFORMANCE APPRAISAL SYSTEM 10. Ways to Improve the Appraisal System I: Rater training 11. Ways to Improve the Appraisal System II: Alternative Strategies for Assessing and Evaluating Performance PART III PERFORMANCE APPRAISAL IN A CHANGING WORLD: THE OUTLOOK 12. Where are Performance Appraisals headed? The debate from a business perspective 13. Beyond Performance Appraisal: To performance management & firm-level performance 14. Performance Appraisal: The outlook and future directions 15. Performance Appraisal and Beyond: Directions for future research and application References Index

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Book SynopsisThis is the first book to focus on a taken-for-granted but taboo aspect of an examiner's role: assigning a fail grade. The guide is intended to help academic and work-based assessors make good judgements. It explains the reasons why failing is so difficult, looking at the individual, institutional and contextual factors involved and paying particular attention to the feelings of anxiety and guilt that interfere with decision making.Table of Contents1. Failure, an Easily Avoided Word and Deed. 2. Failing is Even More important in Professional Training. 3. Reasons why it is Difficult to Fail students. 4. Feelings Exacerbate The Difficulties. 5. Principls of assessment, a Reminder. 6. Applying The Assessment Cycle to Fail Scenarios. 7. Recommendatinos for Change, Challenging The Taboo.

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Book SynopsisIn Value-Added Measures in Education, economist and education researcher Douglas N. Harris takes on one of the most hotly debated topics in education. Drawing on his extensive work with schools and districts, he sets out to help educators and policy makers understand this innovative approach to assessment. Written in straightforward language and illustrated with actual student achievement data, this essential volume shows how value-added measurement can help schools make better use of their data and discusses the strengths and limitations of this approach.

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Book SynopsisAs nationwide calls for educational rigor and accountability continue across the U.S., many states have made the edTPA®, a teacher performance assessment, a requirement for teacher certification. The edTPA® is a subject-specific performance assessment that requires aspiring teachers to plan, implement, assess, and reflect upon a learning segment, while demonstrating pedagogical skills related to their disciplines. While it is designed to promote teaching excellence, the edTPA® can drive already-stressed teacher candidates to their breaking point, as it places them in an unfamiliar classroom and asks them to quickly display their knowledge and savvy. This book is here to help teacher candidates not only survive the challenge of the edTPA®, but also thrive. It maps out precisely what steps aspiring secondary education teachers should take to ensure successful completion of the edTPA®. Demystifying the language used in the assessment, it uniquely connects edTPA® requirements with what teacher candidates learn within their teacher preparation programs, showing them how the assessment relates to what they are already doing in their classrooms. The strategies in this book draw on both academic research and practical experience to guide student teachers as they plan for their edTPA® portfolios and for their teaching careers beyond.Trade Review"A keen deconstruction of the learning segment alongside guidance that connects theory, preparation, and practice. Preservice teachers and programs will find this text integral in preparing for the performance assessment."— Michelle Anderson, associate professor of education, Aquinas College "As a pre-service teacher educator and edTPA coordinator I was very appreciative of the authors purposeful progression of their outlined chapters. The content of this book places emphasis on educative needs of teacher preparation, with a strong introduction to the intrinsic motivation that all educators need but new and developed. The authors' scholarly use of connected materials allows pre-service teachers to make real-life connections to empower content comprehension for the novice teacher. The skills and content addressed in this book can be used to support the edTPA process, but more importantly they are good teaching practices that should be learned and used by all educators."— Christine L. Widdall, associate professor of childhood/early childhood education at SUNY-CortlandTable of ContentsIntroduction 1. Beyond Compliance 2. Planning for Instruction 3. Planning for Assessment 4. Planning to Support Students 5. Understanding and Using Academic Language 6. Fostering a Challenging Learning Environment 7. Using Assessment Data 8. New Frontiers in Teacher Performance Assessments Appendix A: Lesson Plan Template Appendix B: Learning Segment Template Works Cited Index

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Book SynopsisAs nationwide calls for educational rigor and accountability continue across the U.S., many states have made the edTPA®, a teacher performance assessment, a requirement for teacher certification. The edTPA® is a subject-specific performance assessment that requires aspiring teachers to plan, implement, assess, and reflect upon a learning segment, while demonstrating pedagogical skills related to their disciplines. While it is designed to promote teaching excellence, the edTPA® can drive already-stressed teacher candidates to their breaking point, as it places them in an unfamiliar classroom and asks them to quickly display their knowledge and savvy. This book is here to help teacher candidates not only survive the challenge of the edTPA®, but also thrive. It maps out precisely what steps aspiring secondary education teachers should take to ensure successful completion of the edTPA®. Demystifying the language used in the assessment, it uniquely connects edTPA® requirements with what teacher candidates learn within their teacher preparation programs, showing them how the assessment relates to what they are already doing in their classrooms. The strategies in this book draw on both academic research and practical experience to guide student teachers as they plan for their edTPA® portfolios and for their teaching careers beyond.Trade Review"A keen deconstruction of the learning segment alongside guidance that connects theory, preparation, and practice. Preservice teachers and programs will find this text integral in preparing for the performance assessment."— Michelle Anderson, associate professor of education, Aquinas College "As a pre-service teacher educator and edTPA coordinator I was very appreciative of the authors purposeful progression of their outlined chapters. The content of this book places emphasis on educative needs of teacher preparation, with a strong introduction to the intrinsic motivation that all educators need but new and developed. The authors' scholarly use of connected materials allows pre-service teachers to make real-life connections to empower content comprehension for the novice teacher. The skills and content addressed in this book can be used to support the edTPA process, but more importantly they are good teaching practices that should be learned and used by all educators."— Christine L. Widdall, associate professor of childhood/early childhood education at SUNY-CortlandTable of ContentsIntroduction 1. Beyond Compliance 2. Planning for Instruction 3. Planning for Assessment 4. Planning to Support Students 5. Understanding and Using Academic Language 6. Fostering a Challenging Learning Environment 7. Using Assessment Data 8. New Frontiers in Teacher Performance Assessments Appendix A: Lesson Plan Template Appendix B: Learning Segment Template Works Cited Index

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Book SynopsisAn Age of Accountability highlights the role of test-based accountability as a policy framework in American education from 1970 to 2020. For more than half a century, the quest to hold schools and educators accountable for academic achievement has relied almost exclusively on standardized assessment. The theory of change embedded in almost all test-based accountability programs held that assessment with stipulated consequences could lead to major improvements in schools. This was accomplished politically by proclaiming lofty goals of attaining universal proficiency and closing achievement gaps, which repeatedly failed to materialize. But even after very clear disappointments, no other policy framework has emerged to challenge its hegemony. The American public today has little confidence in institutions to improve the quality of goods and services they provide, especially in the public sector. As a consequence, many Americans continue to believe that accountability remains a vital necessity, even if educators and policy scholars disagree. Trade Review"In chronicling a half-century of accountability and standardized testing, John Rury shines a bright and balanced light on the continuing tensions between political aspirations and the realities of U.S. schools and students. This book is recommended reading for all who have asked: 'How did accountability policies come to dominate American education, and why have they persisted for so long?'" -- Lorraine McDonnell * author of Politics, Persuasion, and Educational Testing *"No other policy has shaped U.S. education in recent decades as much as test-based accountability. Rury provides a thorough and insightful discussion of the evolution of testing and accountability policies, the controversies surrounding them, and their disappointing effects." -- Daniel Koretz * author of Measuring Up: What Educational Testing Really Tells Us *"This book is an essential, thorough, and objective study of standardized testing as used in American schools over the past 50 years. It is another impressive contribution from John Rury." -- Maris Vinovskis * Professor Emeritus of History at the University of Michigan, Ann Arbor *Table of Contents Abbreviations Introduction: School Accountability and Standardized Testing in American History 1 The Origins of Test-Based Accountability: Assessing Minimum Competencies in the 1970s 2 Standardized Testing and Race: Continuity and Change, 1975–2000 3 A Time of Transition: Testing Takes a Back Seat in the 1980s 4 New Standards and Tests: Accountability on the National Stage 5 A Millennium Dawns: The Origins and Impact of NCLB Conclusion: A Troubled History and Prospects for Change Appendix: Oral History Sources Acknowledgments Notes Index

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Book SynopsisAn Age of Accountability highlights the role of test-based accountability as a policy framework in American education from 1970 to 2020. For more than half a century, the quest to hold schools and educators accountable for academic achievement has relied almost exclusively on standardized assessment. The theory of change embedded in almost all test-based accountability programs held that assessment with stipulated consequences could lead to major improvements in schools. This was accomplished politically by proclaiming lofty goals of attaining universal proficiency and closing achievement gaps, which repeatedly failed to materialize. But even after very clear disappointments, no other policy framework has emerged to challenge its hegemony. The American public today has little confidence in institutions to improve the quality of goods and services they provide, especially in the public sector. As a consequence, many Americans continue to believe that accountability remains a vital necessity, even if educators and policy scholars disagree. Trade Review"In chronicling a half-century of accountability and standardized testing, John Rury shines a bright and balanced light on the continuing tensions between political aspirations and the realities of U.S. schools and students. This book is recommended reading for all who have asked: 'How did accountability policies come to dominate American education, and why have they persisted for so long?'" -- Lorraine McDonnell * author of Politics, Persuasion, and Educational Testing *"No other policy has shaped U.S. education in recent decades as much as test-based accountability. Rury provides a thorough and insightful discussion of the evolution of testing and accountability policies, the controversies surrounding them, and their disappointing effects." -- Daniel Koretz * author of Measuring Up: What Educational Testing Really Tells Us *"This book is an essential, thorough, and objective study of standardized testing as used in American schools over the past 50 years. It is another impressive contribution from John Rury." -- Maris Vinovskis * Professor Emeritus of History at the University of Michigan, Ann Arbor *Table of Contents Abbreviations Introduction: School Accountability and Standardized Testing in American History 1 The Origins of Test-Based Accountability: Assessing Minimum Competencies in the 1970s 2 Standardized Testing and Race: Continuity and Change, 1975–2000 3 A Time of Transition: Testing Takes a Back Seat in the 1980s 4 New Standards and Tests: Accountability on the National Stage 5 A Millennium Dawns: The Origins and Impact of NCLB Conclusion: A Troubled History and Prospects for Change Appendix: Oral History Sources Acknowledgments Notes Index

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Book SynopsisThis book explores disciplinary teaching excellence through a diverse range of student-staff partnership research projects. Despite being a highly contested term, ‘teaching excellence’ is something that universities aspire to and are expected to have. However, the editors and contributors argue that not only are definitions of excellence often broad and generic, but they lack nuanced understandings of disciplinary excellence in higher education. This book begins by unpacking some of these contested definitions of teaching excellence, followed by a series of co-authored chapters produced by students and staff who have undertaken research projects where they examine teaching excellence in their respective disciplinary areas. These chapters demonstrate that teaching excellence may be better understood as a process of becoming that is achieved through partnership between teachers and students. This book will be of interest and value to students, educators, and policy-makers concerned about teaching excellence, as well as scholars of student-staff partnerships.Table of ContentsForeword; Charmagne BarnesChapter 1: PrefaceLaura Barnett, Kieran Balloo, and Marion Heron Chapter 2: Exploring ‘excellence’ in disciplinary contexts through student-staff partnerships Laura Barnett, Marion Heron, Kieran Balloo, Malina Pricop and Sophie WilliamsChapter 3: What teaching excellence means to undergraduate students in their discipline Alfred Thumser and Julia Matyjasiak Chapter 4: Evaluating teaching excellence from a disciplinary perspective Charlotte Foreman and Ali MusawiChapter 5: Exploring notions of excellence in tutorials and lectures within the discipline Vasco Gabriel and Michelle LyChapter 6: Students as Co-Creators of Visual Mnemonics using LEGO: an evaluation of revision sessions using an adapted Lego® Serious Play® (LSP) methodology.Debbie Gooch, Rachel Stead, Daisy Haywood and Lewis JerromChapter 7: Promoting student engagement with mandatory course requirementsLisa Blazhevski, Orlando Caetano Nicola DallimoreChapter 8: Exploring teaching excellence in vocational training and acting: what role does it play in enabling student success? Sam Digney and Ryan AnsteyChapter 9: Exploring how staff and students perceive captured content as a measure of teaching excellenceLauren Regan, Iman Ezidy and Faiz AddadChapter 10: Improving the satisfaction of Chinese-educated students at a UK universityTom Bond and Kristy YeungChapter 11: International student collaborations to achieve teaching excellence in higher educationAlireza Behnejad and Ramsha SaleemChapter 12: Student-teacher partnership: a symbiotic co-creation of learning in Surrey International Institute (SII-DUFE)Jashim Khan, Tang Yuqing, Zhang, Yuheng, Yuan YueChapter 13: Creating ‘excellent’ partnerships: reflections from authors working in partnership All Partner Authors, Laura Barnett, Kieran Balloo, and Marion HeronChapter 14: Conclusion: Exploring pedagogic health of the university linked to teaching excellence using student-staff partnerships Ian Kinchin

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Book SynopsisThis Open Access book presents an international group of scholars seeking to understand how youth from different cultures relate to modern multidimensional concepts of citizenship, and the roles that education and society have in shaping the views of the world’s future citizens. The book also explores how different aspects of citizenship, such as attitudes towards diverse population groups and concerns for social issues, relate to classical definitions of norm-based citizenship from the political sciences. Authors from Asia, Europe, and Latin America provide a series of in-depth investigations into how concepts of “good citizenship” are shaped in different regions of the globe, using the rich comparative data from the IEA’s International Civic and Citizenship Study (ICCS) 2016. In twelve chapters, the authors review the concept of “good citizenship”; how citizenship norms adherence is configured into profiles across countries; and what country, school, and background factors are related to how students adhere to citizenship norms. Recognizing contingent social and political situations in specific regions of the world, the present books offer six chapters where authors apply their expertise to offer locally relevant and pertinent observations on how young people from diverse cultures understand and relate to different dimensions of citizenship in countries of Asia, Europe, and Latin America. The present book is of relevance for different audiences interested in civic education and political socialization, including social sciences and education, integrating topics from political science, sociology, political psychology, and law. Table of Contents1. Introduction to good citizenship around the world; Ernesto Treviño, Diego Carrasco, Ellen Claes and Kerry Kennedy.- 2. What is a ‘good citizen’? A systematic literature review; Cristóbal Villalobos, María Jesús Morel, Ernesto Treviño.- 3. Profiles of good citizenship; David Torres Irribarra & Diego Carrasco.- 4. A comparative approach to notions of good citizenship; Cristóbal Villalobos, María Jesús Morel and Ernesto Treviño.- 5. A school effectiveness approach to good citizenship; Ernesto Treviño, Natalia López Hornickel, Diego Carrasco and Carmen Gloria Zúñiga.- 6. Latin American political culture and citizenship norms; Daniel Miranda, Catalina Miranda and Loreto Muñoz.- 7. Tolerance of corruption among students in Latin America; Diego Carrasco and Andrés Pavón.- 8. Citizenship norms among native and immigrant students from a European perspective; Maria Magdalena Isac, Ellen Claes and Andres Sandoval-Hernandez.- 9. Citizenship Norms and Tolerance in European Adolescents; Andrés Sandoval-Hernández, Ellen Claes, Nicola Savvides and María Magdalena Isac.- 10. Predictors of Asian Adolescents’ Understanding of Democracy; Kerry Kennedy and Xiaoxue Kang.- 11. Asian Students’ Preferred Forms of Future Civic Engagement: Beyond Conventional Participation; Kerry J Kennedy and Xiaxoue Kuang.- 12. What IEA’s International Civics and Citizenship Study tells us about good citizenship around the world; Ernesto Treviño, Diego Carrasco, Ellen Claes and Kerry Kennedy.

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Book SynopsisThis open access book brings together national experts from across the Dinaric region to rigorously review IEA’s Trends in International Mathematics and Science Study (TIMSS) 2019 grade four data to develop a multidimensional and culturally sensitive perspective on their TIMSS 2019 primary-level results. The Dinaric region, named after the Dinaric Alps, is located in South-eastern Europe, and stretches through Croatia, Bosnia and Herzegovina, Serbia, Montenegro, Kosovo[1], Albania, and North Macedonia. IEA’s TIMSS has been an invaluable resource for monitoring international trends in mathematics and science achievement at grades four and eight since 1995. The TIMSS 2019 administration of the test to grade four students, provided a unique opportunity for analysis within shared regional settings and enabled the construction of this first report based on international study results from the region, prepared by the National Research Coordinators in collaboration with IEA. [1] This designation is without prejudice to positions on status and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence. Table of ContentsForeword I.- Foreword II.- 1 Introduction to Dinaric Perspectives on TIMSS 2019: Paulína Koršňáková, Sabine Meinck, and Barbara Japelj Pavešić.- 2 Context and Implementation of TIMSS 2019 at Grade Four in the Dinaric Region: Paulína Koršňáková and Sandra Dohr.- 3 Opportunity to Learn Mathematics and Science: Agim Alia, Barbara Japelj Pavešić, and Mojca Rožman.- 4 Students’ Interests, Motivation, and Self-beliefs: Barbara Japelj Pavešić, Marina Radović, and Falk Brese.- 5 Early Literacy and Numeracy Competencies: Predictors of Mathematics Achievement in the Dinaric Region: Ženeta Džumhur, Nada Ševa, and Mojca Rožman.- 6 The Role of Learning Resources, School Environment, and Climate in Transforming Schools from Buildings to Learning Communities Ines Elezović, Beti Lameva, and Falk Brese.- 7 Teachers, Teaching and Student Achievement: Ivana Đerić, Ines Elezović, and Falk Brese.- 8 Characteristics of Principals and Schools in the Dinaric Region: Beti Lameva, Ženeta Džumhur, and Mojca Rožman.- 9 Characteristics of High- and Low-performing Students: Rezana Vrapi, Agim Alia, and Falk Brese.- 10 Scaffolding the Learning in Rural and Urban Schools: Similarities and Differences : Smiljana Jošić, Barbara Japelj Pavešić, Nikoleta Gutvajn, and Mojca Rožman.- Acknowledgments.

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Book SynopsisThis open access book brings together national experts from across the Dinaric region to rigorously review IEA’s Trends in International Mathematics and Science Study (TIMSS) 2019 grade four data to develop a multidimensional and culturally sensitive perspective on their TIMSS 2019 primary-level results. The Dinaric region, named after the Dinaric Alps, is located in South-eastern Europe, and stretches through Croatia, Bosnia and Herzegovina, Serbia, Montenegro, Kosovo[1], Albania, and North Macedonia. IEA’s TIMSS has been an invaluable resource for monitoring international trends in mathematics and science achievement at grades four and eight since 1995. The TIMSS 2019 administration of the test to grade four students, provided a unique opportunity for analysis within shared regional settings and enabled the construction of this first report based on international study results from the region, prepared by the National Research Coordinators in collaboration with IEA. [1] This designation is without prejudice to positions on status and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence. Table of ContentsForeword I.- Foreword II.- 1 Introduction to Dinaric Perspectives on TIMSS 2019: Paulína Koršňáková, Sabine Meinck, and Barbara Japelj Pavešić.- 2 Context and Implementation of TIMSS 2019 at Grade Four in the Dinaric Region: Paulína Koršňáková and Sandra Dohr.- 3 Opportunity to Learn Mathematics and Science: Agim Alia, Barbara Japelj Pavešić, and Mojca Rožman.- 4 Students’ Interests, Motivation, and Self-beliefs: Barbara Japelj Pavešić, Marina Radović, and Falk Brese.- 5 Early Literacy and Numeracy Competencies: Predictors of Mathematics Achievement in the Dinaric Region: Ženeta Džumhur, Nada Ševa, and Mojca Rožman.- 6 The Role of Learning Resources, School Environment, and Climate in Transforming Schools from Buildings to Learning Communities Ines Elezović, Beti Lameva, and Falk Brese.- 7 Teachers, Teaching and Student Achievement: Ivana Đerić, Ines Elezović, and Falk Brese.- 8 Characteristics of Principals and Schools in the Dinaric Region: Beti Lameva, Ženeta Džumhur, and Mojca Rožman.- 9 Characteristics of High- and Low-performing Students: Rezana Vrapi, Agim Alia, and Falk Brese.- 10 Scaffolding the Learning in Rural and Urban Schools: Similarities and Differences : Smiljana Jošić, Barbara Japelj Pavešić, Nikoleta Gutvajn, and Mojca Rožman.- Acknowledgments.

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Book SynopsisThis book is an indispensable yet simple reference for the daily use of a medical teacher. It addresses the needs of medical teachers interested in providing instruction and assessment in writing and written language, offering detailed guidance in simple and straightforward language. The book goes beyond mere description; it provides many practical examples, valuable materials that can be utilized in training workshops and medical educator professional development courses. The book will be of interest to novice and experienced teachers in medical schools, in addition to university teachers in other health professions, such as dentistry, pharmacy, nursing, medical laboratory, physiotherapy, biomedical engineering and veterinary medicine. Table of ContentsChapter 1. Basic concepts.- Chapter 2. Assessment of learning outcomes.- Chapter 3. Blueprint in Assessment.- Chapter 4. Types of Written.- Chapter 5. open-response questions.- Chapter 6. MCQs (A-Type).- Chapter 7. MCQs (R-type).- Chapter 8. Standard Setting.- Chapter 9. Online Assessment.

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Book SynopsisThis 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. The 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. In 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. This 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.Table of ContentsChapter 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.

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Book SynopsisThis open access book addresses the complex interrelations between education policy and education practice developed under new ways of governance. It illuminates the nexuses of the interrelated fields of education policy and education practice including the characteristics of these relationships. The book offers a selection of cases with varied approaches to the question of how different actors and stakeholders are situated in contemporary policy and practice nexuses. The cases presented includes theoretical and conceptual studies; historical studies; ethnographic studies; and studies combining empirical interview data and quantitative data. The book shows what constitutes the contemporary nexuses in education and discusses the need to re-consider how we in education research approach policy and practice in the interface between structure and agency for the future developments in the education policy-practice nexus.Table of Contents

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Book SynopsisLuisa Weidauer beschäftigt sich vor dem Hintergrund wachsender Anforderungen an den Pflegeberuf mit innovativen Prüfungskonzeptionen. Sie entwickelt eine Form der kompetenzorientierten Zwischenprüfung und nutzt hierfür bestehende Ansätze, wie die Performanzprüfung oder den Einsatz von standardisierten Patienten. Im Zentrum der kompetenzorientierten Zwischenprüfung steht die vollständige Pflegehandlung, die auch die Problemerkennung, Planung und Reflexion berücksichtigt. Dabei werden neben kurativen Maßnahmen präventive, rehabilitative und palliative Aspekte aufgegriffen, Adressaten aller Altersgruppen und in allen Lebenslagen mit einbezogen und ein besonderer Fokus auf Pflegeprozess und -qualität sowie Anleitung, Schulung und Beratung gelegt. Differenzierte Prüfungsmaterialien ermöglichen eine Operationalisierung sowie die Implementierung in vielfältigen Bereichen und Einrichtungen der Gesundheitsberufe.Table of ContentsRahmenbedingungen der Gesundheits- und Krankenpflege(-ausbildung).- Didaktische und qualitative Aspekte von Prüfungen.- Konzept einer kompetenzorientierten Zwischenprüfung.

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Book SynopsisAnhand von ausgewählten Beispielen aus der erziehungswissenschaftlichen Forschungspraxis stellen die AutorInnen Möglichkeiten der Operationalisierung von Forschungsfragen sowie der Auswahl geeigneter Methoden vor. Statt Forschungsmethoden ausschließlich theoretisch zu vermitteln, präsentieren sie diese als vielseitige Werkzeuge in ihrer praktischen Relevanz. Dabei diskutieren sie ihre Anwendungsmöglichkeiten und Grenzen kritisch und zeigen Herangehensweisen und Lösungsstrategien für empirische Fragestellungen auf: „Wie wird aus einer ersten Idee eine gute Forschungsfrage? Wie wird ein geeignetes empirisches Design entwickelt?“ Diese Fragen stellen sowohl Studierende als auch Promovierende immer wieder vor Herausforderungen, die mit Hilfe dieses Buches gelöst werden können. Table of ContentsIm Dschungel erziehungswissenschaftlicher Forschung – Zur Einführung in den Band.- Die Fragen der Fragen – was ist eine gute Forschungsfrage?.- Teil 1: Qualitative Forschung in den Erziehungswissenschaften.- Zuerst ins Unbekannte! Planung und Umsetzung einer vergleichenden Studie zur Institutionalisierung inklusiver Schulsysteme in Nigeria und Deutschland.- Berufsbezogene und epistemologische Beliefs von Grundschullehrkräften zum Experimentieren im naturwissenschaftlichen Sachunterricht.- Zwischen Differenz und Gleichheit – Annäherung an die Perspektive von Kindern.- Fokussierte Kameraethnographie: „What the hell is going on here?“.- Professionalisierung in Migrationsverhältnissen – Eine rassismuskritische Perspektive auf das Referendariat angehender Lehrkräfte.- „In Orientierung an …“ Kombination zweier Auswertungsmethoden in einer Interviewstudie zu Belief-Systemen von Lehrkräften.- Forschung im Feld der Kinder- und Jugendhospizarbeit – kritische Diskussion forschungsmethodischer Aspekte anhand einer Fallstudie zur pädagogischen Begleitung.- Ein Vergleich der Frühförderung/Habilitation in Mecklenburg-Vorpommern (Deutschland) und Skåne (Schweden): Die Bedeutung von Inklusion und Partizipation fürdie institutionelle Frühförderung.- Teil 2: Mixed Methods in den Erziehungswissenschaften.- Veränderung der persönlichen Lernumgebung durch Einsatz von Web 2.0?.- Design Based Research – Ein iterativer und partizipativer Ansatz für die Entwicklung einer Online-Diagnostik.- Lernen in einer partizipativen Medienkultur: Eine explorative Studie zur Bedeutung der partizipativen Medienkultur für Lernprozesse.- Der Genuserwerb ein- und mehrsprachiger Reflexion eines sprachpädagogischen Promotionsprojekts.- Die Autorinnen und Autoren.

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Book SynopsisSelbstkompetenzen (personale Kompetenzen) sind in aller Munde. Sie werden von MitarbeiterInnen gefordert, in Lernumgebungen gefördert und von unterschiedlichen Disziplinen systematisiert. Eine erziehungswissenschaftliche Grundlegung des Begriffs und seiner empirischen Dimensionen fehlt allerdings, und das ist wichtig, um die Bedeutung von Selbstkompetenzen in aktuellen Debatten um Verstehen und Fördern von Kompetenzen ermessen zu können. Sind Selbstkompetenzen per se förderlich – oder versteckt sich dahinter häufig nur eine Technik der Disziplinierung und Optimierung ohne Rücksicht auf das Subjekt? Die Studie füllt diese Lücke: Sie beinhaltet die Analyse, Kritik und Rekonstruktion von Selbstkompetenzen (u.a. Einsatzbereitschaft, Verantwortung, Flexibilität). Sie verortet den Begriff historisch und disziplinär, ist mit empirischem Material (aus Stellenprofilen und aus Interviews mit Personalverantwortlichen) angereichert und schließt argumentativ an den bildungsphilosophischen Subjektdiskurs an. Trade Review“... auch für Laien sehr empfehlenswert, seien es Arbeitskräfte bzw. auch ArbeitgeberInnen, vorzugsweise kleinerer Betriebe, die sich Hintergrundwissen zum Thema anlesen möchten ...” (Natascha Miljković, in: Zitier-Weise, plagiatpruefung.at, 5. November 2016) Table of ContentsAktuelle Relevanz von Selbstkompetenzen in Gesellschaft, Wirtschaft und Politik.- Kritische Perspektiven auf das Subjekt in Selbstkompetenzen.- Qualitativ-quantitative und qualitative Rekonstruktion.- Praktiken und Programme zur Förderung und Messung.

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Book SynopsisDas Buch stellt die Entwicklung und den Einsatz eines Rasch-skalierten Testinstruments im Bereich des Funktionalen Denkens für die Einführungsphase der gymnasialen Oberstufe vor. Ausgehend von einer breiten theoretischen Fundierung erforscht Marcel Klinger die Fähigkeiten der Schülerinnen und Schüler im Bereich von Funktionenlehre und früher Analysis. Es zeigt sich, dass Lernende unterschiedliche Inhaltsgebiete nicht in wünschenswertem Maß miteinander vernetzen, aber auch, dass signifikante geschlechtsspezifische Ungleichheiten hinsichtlich der Testleistung zugunsten der männlichen Probanden bestehen.Table of ContentsVon der Funktionenlehre zur Analysis.- Mathematische Leistungstests.- Testentwicklung und empirische Befunde.

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Book SynopsisRegionalisierung zählt zu den bildungspolitischen Vorzeigeprojekten in Deutschland. Sebastian Niedlich identifiziert und systematisiert verschiedene Formen von Regionalisierung und zeigt Entwicklungstrends auf. In einer wissensorientierten Governance-Perspektive fragt er, inwieweit Regionalisierung eine spezifische Steuerungslogik aufweist, die sich von der viel diskutierten, ökonomisch inspirierten Neuen Steuerung unterscheidet. Vertiefend wird der Ansatz kommunalen Bildungsmanagements, der als paradigmatisch für die jüngere Entwicklung der Regionalisierung gelten kann, fokussiert und dessen Umsetzung einem qualitativ-inhaltsanalytischen Fallvergleich unterzogen, der in der Formulierung zweier Idealtypen mündet. Table of ContentsTheoretischer Rahmen für eine wissensorientierte Governance-Analyse.- Leitbilder der Staats- und Verwaltungsmodernisierung in Deutschland.- Neue Steuerung im deutschen Bildungssystem.- Regionalisierung im deutschen Bildungssystem: Leitbilder und Programme.- Vertiefende Analyse datenbasierten kommunalen Bildungsmanagements.

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Book SynopsisAnna von Werthern stellt die Herausforderungen der Entwicklung einer Programmtheorie als zentralen Schritt für die Umsetzung von theoriebasierten Evaluationen (TBE) in die Praxis dar, entwickelt ein präskriptives Verfahrensmodell zur Programmtheoriekonstruktion im Hochschulkontext und wendet dieses beispielhaft an. Die Autorin geht dabei dringlichen evaluationstheoretischen Fragestellungen nach, etwa: Welche erkenntnistheoretischen Prinzipien der Theoriebildung sind relevant? Wie kann die theoriebasierte Evaluation anschlussfähiger für die Praxis werden? Es lässt sich zeigen, dass ein methodologisch geleitetes Vorgehen zur Programmtheoriekonstruktion einen hohen Prozessnutzen für die Praxis aufweist.Table of ContentsTBE als Instrument zur Evaluation von Programmen mit komplexen Wirkmechanismen.- Die Entstehung der Programmtheorie als Magic Box.- Evaluation in Theorie und Forschung.- Die Programmtheorie: Das Herzstück der TBE.- Opening the Magic Box – Entwicklung und Anwendung eines Verfahrensmodells zur Programmtheoriekonstruktion.- Perspektiven in Praxis und Forschung.

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Book SynopsisDer Band fasst Ergebnisse einer Studie zusammen, in der die Entwicklung von sprachlichen Fähigkeiten bei Kindern und Jugendlichen untersucht wurde, die mehrsprachig leben. Mehrsprachigkeit ist dabei komponiert aus den Sprachen der Herkunft von Familien mit Migrationsgeschichte, dem Deutschen als umgebender Mehrheitssprache und schulischen Fremdsprachen. Im Fokus der Untersuchung steht die Entwicklung von Instrumenten, mit denen die Entwicklung sprachlicher Fähigkeiten in mehreren Sprachen über die Zeit überprüft werden kann. Vorgestellt werden die Ergebnisse zur Prüfung von verschiedenen Annäherungen an die Frage, wie produktive sprachliche Fähigkeiten (Schreiben) unter diesen Bedingungen getestet oder auf andere Weise valide nachvollzogen werden können. Im Zentrum stehen Ansätze, mit denen die Entwicklung in mehreren Sprachen über die Schulzeit hinweg vergleichend verfolgt werden kann.Table of Contents1.Die LiMA-Panelstudie (LiPS): Pilotierung einer Längsschnittuntersuchung zur Sprachentwicklung im Kontext von Mehrsprachigkeit.- 2.Die Messung produktiver Sprachfähigkeiten im Kontext von Mehrsprachigkeit: Die Herangehensweise in LiPS.- 3.Die vergleichende Messung produktiver sprachlicher Fähigkeiten in verschiedenen Alterskohorten.- 4.Die Selbsteinschätzung von Sprachfähigkeiten: Eine Skala zur differenzierten Erfassung.- 5.Sprachgebrauch in Migrantenfamilien.- 6.Schreiben und Lesen in der Herkunftssprache Russisch: Ergebnisse der Panelstudie zum Erwerb literaler Fähigkeiten bei russisch-deutschen bilingualen Kindern.- 7.Englisch als weitere Sprache im Kontext herkunftsbedingter Mehrsprachigkeit.- 8. F-LiPS: Französisch als L3 im Kontext herkunftsbedingter Mehrsprachigkeit.- 9.Auf dem Weg zu einer digitalen Forschungsumgebung: Die Entwicklung spezieller Werkzeuge für das Projekt- und Datenmanagement.

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Book SynopsisThis book provides interdisciplinary perspectives on task-based language teaching (TBLT) and task-based language assessment (TBLA) in English as a second language (ESL) context. It discusses theoretical and experimental insights of TBLT and TBLA from cognitive, cognitive linguistic, and psycholinguistic viewpoints. The chapters, written by leading language teaching specialists in the field, introduce the reader to a comprehensive range of issues related to TBLT and TBLA such as curriculum design, materials development, and classroom teaching & testing. With interdisciplinary appeal, the book is a valuable resource for researchers in task-based language teaching and assessment. It is equally useful for teachers to whom it offers practical suggestions for designing tasks for teaching and testing.Table of ContentsSECTION A: TASK-BASED LANGUAGE TEACHINGChapter 1 Task-Based Language Teaching: A Multifaceted ApproachN.P. Sudharshana and Lina MukhopadhyayChapter 2 ‘Second Thoughts on Second Language’ N.S. PrabhuChapter 3 ‘The Undiscovered Vygotsky in Prabhu’ Esther Ramani and Michael Joseph Chapter 4 ‘Task-based Language Teaching: Early Days, Now, and into the Future’ Rod Ellis Chapter 5 ‘An Evolution of a Framework for TBLT: What Trainers and Teachers Need to Know to Help Learners Succeed in Task-based Learning’ Jane WillisChapter 6 ‘From Needs Analysis to Task-based Design: Methodology, Assessment and Program Evaluation’ Roger Gilabert and Aleksandra Malicka Chapter 7 ‘Differentiating task repetition from task rehearsal’Gavin Bui and Rhett Chapter 8 ‘Task Complexity and Language Proficiency: Its Effect on L2 Writing Production’ Veena Nair and Shruti Sircar Chapter 9 ‘From Cognitive Grammar to Pedagogic Grammar: Macrostrategies for Designing Form Focussed Tasks’ N.P. Sudharshana Chapter 10 'Designing and Using Tasks to Foster Metaphoric Competence among Learners in Indian Contexts’ Baburam Upadhaya and N.P. Sudharshana SECTION B: TASK-BASED LANGUAGE ASSESSMENTChapter 11 Task-Based Language Assessment for large-scale and classroom-based oral and print assessments Lina Mukhopadhyay and N.P. Sudharshana Chapter 12 ‘Validation of a large-scale task-based test: Functional progression in dialogic speaking performance’ Chihiro Inoue and Fumiyo NakatshuharaChapter 13 ‘Communicative Strategies as a Tool for Assessing Spoken Interactional Competence ’ Pankaj Narke Chapter 14 ‘Effects of Task-Structure and Interaction Conditions of Oral Performance’Sajit Mathews and N. P. Sudharshana Chapter 15 ‘Using Task-Based Speaking Assessment to measure lexical and syntactic knowledge: Implications for ESL learning’ Vasim Tamboli Chapter 16 ‘Whole Text Reading Comprehension: An Application of Task-Based Language Assessment ’Vrishali K. Patil Chapter 17 ‘Tasks in language acquisition research: more than what meets the blinking eye’Shruti Sircar and Lina Mukhopadhyay

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Book SynopsisThis edited volume documents attempts to conduct systematic and prodigious research using multilevel analysis in educational settings, and present their findings and identify future research directions. It showcases the versatility of multilevel analysis, and elucidates the unique advantages in examining complex and wide-ranging educational issues. This book brings together leading experts around the world to share their works in the field, highlighting recent advances, creative and unique approaches, and innovative methods using multilevel modeling and theoretical and practical aspects of multilevel analysis in culturally and linguistically-diverse educational contexts.Table of ContentsIntroductionHierarchical Linear Modeling and Multilevel Modeling in Educational Research PART I: Theoretical Foundations and Conceptual Frameworks Chapter 2 A Primer for Using Multilevel Confirmatory Factor Analysis Models in Educational Research Chapter 3 Multilevel Model Selection: Balancing Model Fit and Adequacy Chapter 4 Concepts and Applications of Multivariate Multilevel (MVML) Analysis and Multilevel Structural Equation Modeling (MLSEM) Chapter 5 Data Visualization for Pattern Seeking in Multilevel Modeling Chapter 6 Multilevel Structural Equation Model in Educational Research PART II: Methodology for Multilevel Modeling Chapter 7 Analyzing Large-scale Assessment Data with Multilevel Analyses: Demonstration using the Programme for International Student Assessment (PISA) Chapter 8 Multilevel Modeling of International Large-scale Assessment Data Chapter 9 Transparency and Replicability of Multilevel Modeling Applications: A Guideline for Improved Reporting Practices Chapter 10 Multilevel Model and Teaching Force Research: Practices and Promises Chapter 11 Multilevel Modelling with International Large-scale Student Assessments PART III: Multilevel Analysis of PISA and TIMSS Data Chapter 12 Changing Trends in the Role of South African Mathematics Teachers Qualification for Student Achievement: Findings from TIMSS Data Chapter 13 Revisiting the Relationship between Science Teaching Practice and Scientific Literacy: Multi-Level Analysis Using PISA Chapter 14 Family Meals and Academic Performance: A Multilevel Analysis of PISA for Spain Chapter 15 Multilevel Modeling of Nordic Students’ Mathematics Achievements in TIMSS 2019 Chapter 16 Teachers' Perceptions of School Ethical Culture: The Implicit Meaning of TIMSS PART IV: Multilevel Modeling in Educational Research Chapter 17 Teacher Personal Characteristics, Instructional Behavior, and Student Outcomes: Applying Doubly Latent Multilevel Analysis Chapter 18 Daycare Centers’ Composition and Children’s Language Skills at School Entry: Exploring the Nature of Contextual Effects using Multilevel Modeling Chapter 19 Gender Effect at the Beginning of Higher Education Career in STEM Studies Chapter 20 Contextual Factors of Strategy Use in Solving Non-Routine Problems: A Multilevel Modelling Analysis Chapter 21 A Longitudinal and Multilevel Study of Client Satisfaction with Kindergartens in Norway Chapter 22 Multilevel Modeling and Assessment of the Study-relevant Knowledge of First-year Students in a Master's Program in Business and Economics Index

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Book SynopsisThis book serves as an essential intervention where the innovative, evidence based and contemporary teaching, learning approaches, strategies and learning support systems to be incorporated in the learning process are presented, supported with findings. It addresses the complex challenges and limitations in practice supported with evidence, hence providing possible approaches to address them. It also addresses an interesting scope of topics that are both contemporary and essential to almost all academics that have a high responsibility to nurture, develop, train and equip learners both at the undergraduate and post-graduate levels at the university with the relevant skills and competencies.Table of ContentsChapter 1 – Transformation: 21st Century Teaching and Learning Competencies.- Chapter 2 –A blended, flipped classroom and team-based approach: Critical Thinking, Engaging and Collaborative Learners.- Chapter 3 –Authentic Learning Support Systems/interventions for Team-based and flipped classroom for collaborative learning and to assess real-time contributions and participations in class.- Chapter 4 – Social-psychological Intervention to develop Competency and Skills Development in Cognitive Empathy.- Chapter 5 – Student centric learning with Active and Experiential Activity based Learning.- Chapter 6 – Reflective peer review feedback for leadership ability development in students.- Chapter 7 – Online Learning, Learning through social media and e-platforms.- Chapter 8 – Concluding Thoughts on the 21st Century Classroom and Humanistic Management Education as a treadle for a better society.

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Book SynopsisWhile women have influenced the fields of program evaluation and mixed methods research, their contributions are rarely acknowledged. In this edited volume, we recognize the contributions Jennifer C. Greene made to evaluation and mixed methods, focusing on how she disrupted traditional ways methods are conceptualized and implemented. We aim to provide a range of perspectives on how Greene disrupted social science theory, methodology, and training through her commitment to the values of democracy, diversity, and dialogue. Accordingly, the volume makes explicit how Greene democratized social science inquiry and training by emphasizing inclusive, culturally responsive, and educative theories, methods, and pedagogical practices. Second, it clarifies how her commitment to diversity supported scholars from diverse disciplinary backgrounds and cultures (within and beyond the United States) and validated often ignored perspectives on phenomena or experiences. And third, it showcases how her commitment to dialogue opened spaces for non-traditional methodological approaches that engage, communicate, and disseminate program evaluation and mixed methods work. Taken together, the first-hand accounts presented in this volume offer a historical perspective and practical guidance on program evaluation and mixed methods conceptualization, implementation, and training.Trade ReviewThe theme of 'disruption' in this book is a powerful look at the breadth and significance of Jennifer C. Greene's distinguished contributions, both theoretical and practical, in evaluation for over 30 years. In essence, these chapters reveal the sustaining power of her scholarship and influence today and likely in years to come. Her recognition that no single method can solve the complex problems faced in evaluation is revealed in the ontological, epistemological, and methodological work she developed on mixed methods, which led to a genre of study that recast the debate about the hegemony of quantitative over qualitative methods and vice versa. She has foregrounded values, the quintessential character of evaluation, by recognizing the multiplicity of perspectives that guide our theories, roles, questions, designs, and perceptions of quality. Jennifer Greene's generativity is exemplified in her egalitarian dialogic stance, inclusion of voices and context, and commitment to equity. The chapters reflect the impact of her work on scholars who continue to advance evaluation for a more just society. — Valerie J. Caracelli, U.S. Government Accountability Office""It is not possible to convey in a few words my strongest endorsement for this volume that begins scratching the surface of Jennifer C. Greene's many contributions to evaluation theory, methods, and practice. I have worked with and learned from her on many occasions over the years as I grappled with refining my understanding and practice of culturally responsive evaluation. I commend the editors and authors for this first substantive collection providing a more in-depth understanding and appreciation of Jennifer Greene's body of work for some while providing others the opportunity to revisit the lessons we have learned from her work, spirit, and commitment to make a difference."" — Stafford Hood, Center for Culturally Responsive Evaluation & Assessment (CREA) and Professor Emeritus University of Illinois at Urbana-Champaign

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Book SynopsisWhile women have influenced the fields of program evaluation and mixed methods research, their contributions are rarely acknowledged. In this edited volume, we recognize the contributions Jennifer C. Greene made to evaluation and mixed methods, focusing on how she disrupted traditional ways methods are conceptualized and implemented. We aim to provide a range of perspectives on how Greene disrupted social science theory, methodology, and training through her commitment to the values of democracy, diversity, and dialogue. Accordingly, the volume makes explicit how Greene democratized social science inquiry and training by emphasizing inclusive, culturally responsive, and educative theories, methods, and pedagogical practices. Second, it clarifies how her commitment to diversity supported scholars from diverse disciplinary backgrounds and cultures (within and beyond the United States) and validated often ignored perspectives on phenomena or experiences. And third, it showcases how her commitment to dialogue opened spaces for non-traditional methodological approaches that engage, communicate, and disseminate program evaluation and mixed methods work. Taken together, the first-hand accounts presented in this volume offer a historical perspective and practical guidance on program evaluation and mixed methods conceptualization, implementation, and training.Trade ReviewThe theme of 'disruption' in this book is a powerful look at the breadth and significance of Jennifer C. Greene's distinguished contributions, both theoretical and practical, in evaluation for over 30 years. In essence, these chapters reveal the sustaining power of her scholarship and influence today and likely in years to come. Her recognition that no single method can solve the complex problems faced in evaluation is revealed in the ontological, epistemological, and methodological work she developed on mixed methods, which led to a genre of study that recast the debate about the hegemony of quantitative over qualitative methods and vice versa. She has foregrounded values, the quintessential character of evaluation, by recognizing the multiplicity of perspectives that guide our theories, roles, questions, designs, and perceptions of quality. Jennifer Greene's generativity is exemplified in her egalitarian dialogic stance, inclusion of voices and context, and commitment to equity. The chapters reflect the impact of her work on scholars who continue to advance evaluation for a more just society. — Valerie J. Caracelli, U.S. Government Accountability Office""It is not possible to convey in a few words my strongest endorsement for this volume that begins scratching the surface of Jennifer C. Greene's many contributions to evaluation theory, methods, and practice. I have worked with and learned from her on many occasions over the years as I grappled with refining my understanding and practice of culturally responsive evaluation. I commend the editors and authors for this first substantive collection providing a more in-depth understanding and appreciation of Jennifer Greene's body of work for some while providing others the opportunity to revisit the lessons we have learned from her work, spirit, and commitment to make a difference."" — Stafford Hood, Center for Culturally Responsive Evaluation & Assessment (CREA) and Professor Emeritus University of Illinois at Urbana-Champaign

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Book SynopsisNo other description available.

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Table of ContentsPreface Introduction: Core Issues in Assessment Chapter 1 - Criteria for Selection and Evaluation of Scales and Measures--Gregory J. Boyle, Donald H. Saklofske, and Gerald Matthews Chapter 2 - Response Bias, Malingering and Impression Management--Edward Helmes, Ronald R. Holden, and Matthias Ziegler Emotional Dispositions Chapter 3 - Measures of Hope and Optimism: Assessing Positive Expectations of the Future--Fred B. Bryant and Patrick R. Harrison Chapter 4 - Measures of Anger and Hostility in Adults--Ephrem Fernandez, Andrew Day, and Gregory J. Boyle Chapter 5 - Measures of Life Satisfaction Across the Lifespan--Marco Weber, Claudia Harzer, E. Scott Huebner, and Kimberly J. Hills Chapter 6 - Measures of Self-Esteem--M. Brent Donnellan, Kali H. Trzesniewski, and Richard W. Robins Chapter 7 - Measures of the Trait of Confidence--Lazar Stankov, Sabina Kleitman, and Simon A. Jackson Chapter 8 - Measures of Affect Dimensions--Gregory J. Boyle, Edward Helmes, Gerald Matthews, and Carroll E. Izard Emotion Regulation Chapter 9 - Measures of Alexithymia--Bob Bermond, Paul Oosterveld, and Harrie C. M. Vorst Chapter 10 - Measures of Empathy: Self-Report, Behavioral, and Neuroscientific Approaches--David L. Neumann, Raymond C. K. Chan, Gregory J. Boyle, Yi Wang, and H. Rae Westbury Chapter 11 - Measures of Resiliency--Sandra Prince-Embury, Donald H. Saklofske, and Ashley K. Vesely Chapter 12 - Measures of Coping for Psychological Well-Being--Katharine H. Greenaway, Winnifred R. Louis, Stacey L. Parker, Elise K. Kalokerinos, Joanne R. Smith, and Deborah J. Terry Chapter 13 - Measures of Sensation Seeking--Marvin Zuckerman and Anton Aluja Chapter 14 - Measures of Ability and Trait Emotional Intelligence--Alexander B. Siegling, Donald H. Saklofske and K. V. Petrides Interpersonal Styles Chapter 15 - Measures of Adult Attachment and Related Constructs--María Teresa Frías, Phillip R. Shaver, and Mario Mikulincer Chapter 16 - Measures of Concerns with Public Image and Social Evaluation--Mark R. Leary, Katrina Jongman-Sereno, and Kate J. Diebels Chapter 17 - Measures of Forgiveness: Self-Report, Physiological, Chemical, and Behavioral Indicators--Everett L. Worthington, Jr., Caroline Lavelock, Charlotte vanOyen Witvliet, Mark S. Rye, Jo-Ann Tsang, and Loren L. Toussaint Vices and Virtues Chapter 18 - Measures of Values and Moral Personality--John B. Campbell, Eranda Jayawickreme, and Emily J. Hanson Chapter 19 - Measures of Religiosity and the Transcendental--Harold G. Koenig, Faten N. Al-Zaben, Doaa Ahmed Khalifa, and Saad Al-Shohaib Chapter 20 - Measures of Dark Personalities--Delroy L. Paulhus and Daniel N. Jones Chapter 21 - Measures of Perfectionism--Gordon L. Flett and Paul L. Hewitt Sociocultural Interaction and Conflict Chapter 22 - Measures of Cross-Cultural Values, Personality, and Beliefs--Chi-Yue Chiu, Sherwin I. Chia, and Wendy W. N. Wan Chapter 23 - Measures of Intergroup Contact--Simon Lolliot, Benjamin Fell, Katharina Schmid, Ralf Wölfer, Hermann Swart, Alberto Voci, Oliver Christ, Rachel New, & Miles Hewstone Chapter 24 - Measures of Stereotyping and Prejudice: Barometers of Bias--Susan T. Fiske and Michael S. North Chapter 25 - Measures of Attitudes towards Sexual Orientation: Heterosexism, Homophobia, and Internalized Stigma--William S. Ryan and Jim Blascovich Chapter 26 – Measures of Personality across Cultures--Velichko H. Fetvadjiev and Fons J. R. van de Vijver

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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