{"product_id":"teacher-preparation-and-practice-9781475856897","title":"Teacher Preparation and Practice","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eTeacher Preparation and Practice: Reconsideration of Assessment for Learning introduces the reader to a collection of thoughtful research-based works by authors that represent current thinking about assessment. What we know is that assessments are designed and implemented in educational settings (both university-based teacher preparation and school-based teacher practice in school classrooms) that serve to inform and guide teaching and learning. We also know that there is a dichotomy between assessment of learning (summative) and assessment for learning (formative) that is recognized on a global level in teacher preparation. \u003cbr\u003e\u003cbr\u003eImportantly, the reported research examines assessment and the application of professional judgment guided by assessment for learning in contrast to the more normalizing assessment of learning that currently pervades the nature of assessment in teacher preparation and practice. There is a need in the work of teaching for assessments that focus on cultur\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis book takes the powerful distinction between assessment of learning and assessment for learning and applies it to teacher preparation and practice. Drawing on eight original field-based studies, the book provides insights, examples, and new questions about what it means to prepare teachers who are “ready” to teach in today’s assessment-driven educational climate. -- Marilyn Cochran-Smith, Cawthorne professor of teacher education for urban schools, Lynch School of Education, Boston College\u003cbr\u003eWith this book, Patrick M. Jenlink has curated a volume that is a must-read for anyone concerned with assessment and wants to use it, not just as an evaluative tool that measures learning, but as an instructional one that promotes learning. Given so little time and so much content to cover, what should educators do with assessments and how should they best do it? Those willing and wanting to take up the call to repurpose assessment - as an instrument for learning - will find this synthesis of research a great place to start. As he has done throughout his career, Jenlink once again helps us navigate through difficult periods in teacher preparation, this time with the high-stakes, test-driven mania in which teachers now find themselves, with a book that could not be more principled and timely. -- John McConnell, associate dean of assessment and accreditation, Eirksson College of Education, Austin Peay State University, Clarksville, Tennessee\u003cbr\u003eThis book is an important read for teacher educators, Pk-12 school leaders, and policymakers interested in examining the critical role of assessment, its impact on teaching and learning, and its connection to access and equity. This collection can inform future models and practices, and underscores the need for deconstructing the complexities of the work of teachers. -- Trena L. Wilkerson, professor of mathematics education, department of curriculum and instruction, Baylor University, Waco, Texas; and President-elect 2020 of the National Council of Teachers of Mathematics (NCTM)\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eTable of Contents\u003cbr\u003e\u003cbr\u003ePreface\u003cbr\u003e\u003cbr\u003eAcknowledgments\u003cbr\u003e\u003cbr\u003eChapter 1. Assessment in Teacher Education: Refocusing on Assessment for Learning\u003cbr\u003e\u003cbr\u003ePatrick M. Jenlink \u003cbr\u003e\u003cbr\u003eChapter 2. Assessing Pedagogical Judgement: Developing Teachers that See All Students as Capable, Creative, and Curious\u003cbr\u003e\u003cbr\u003eSonia Janis, Kaitlin M. Wegrzyn, Chantelle M. Grace, and Chris Batson\u003cbr\u003e\u003cbr\u003eChapter 3. Assessing the Assessment: Fairness of the Teacher Work Sample\u003cbr\u003e\u003cbr\u003eChristina Yuknis\u003cbr\u003e\u003cbr\u003eChapter 4. Teacher Perceptions Regarding Implementation of the Common Core Standards and Impacts on Assessment\u003cbr\u003e\u003cbr\u003eJohn S. Burgin, Gail D. Hughes, and Nancy J. Hamilton\u003cbr\u003e\u003cbr\u003eChapter 5. The Assessment and Self-Assessment of Field-Based Teacher Candidates\u003cbr\u003e\u003cbr\u003eLynn Nations Johnson, Kelsey Woodard, Kathy Mitchell, and Carol Crumbaugh\u003cbr\u003e\u003cbr\u003eChapter 6. Consistency in Student Teacher Evaluations: A Comparison of Cooperating Teachers and Supervisors\u003cbr\u003e\u003cbr\u003eIrene Frank and Mei Chang\u003cbr\u003e\u003cbr\u003eChapter 7. University Faculty and Students’ Conceptions of Assessment\u003cbr\u003e\u003cbr\u003eMelanie DiLoreto\u003cbr\u003e\u003cbr\u003eChapter 8. Who Is More Ready? An Analysis of Predictors of edTPA™ Score\u003cbr\u003e\u003cbr\u003eSarah J. Kaka\u003cbr\u003e\u003cbr\u003eChapter 9. Writing as Representation(s) of Practice: Literacy Practices, Genre, and the edTPA™\u003cbr\u003e\u003cbr\u003eLindsay Stoetzel\u003cbr\u003e\u003cbr\u003eChapter 10. Epilogue: The Future of Assessment in Teacher Preparation: The Assessment Capable Teacher\u003cbr\u003e\u003cbr\u003ePatrick M. Jenlink\u003cbr\u003e\u003cbr\u003eAbout the Editor and Contributors","brand":"Rowman \u0026 Littlefield","offers":[{"title":"Default Title","offer_id":51040319078743,"sku":"9781475856897","price":64.8,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781475856897.jpg?v=1750946364","url":"https:\/\/bookcurl.com\/products\/teacher-preparation-and-practice-9781475856897","provider":"Book Curl","version":"1.0","type":"link"}