Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Teaching on Assessment PDF full book. Access full book title Teaching on Assessment by Sharon L. Nichols. Download full books in PDF and EPUB format.
Author: Sharon L. Nichols Publisher: IAP ISBN: 1648024297 Category : Education Languages : en Pages : 321
Book Description
In an age where the quality of teacher education programs has been called into question, it is more important than ever that teachers have a fundamental understanding of the principles of human learning, motivation, and development. Theory to Practice: Educational Psychology for Teachers and Teaching is a series for those who teach educational psychology in teacher education programs. At a time when educational psychology is at risk of becoming marginalized, it is imperative that we, as educators, “walk our talk” in serving as models of what effective instruction looks like. Each volume in the series draws upon the latest research to help instructors model fundamental principles of learning, motivation, and development to best prepare their students for the diverse, multidimensional, uncertain, and socially-embedded environments in which these future educators will teach. The inaugural volume, Teaching on Assessment, is centered on the role of assessment in teaching and learning. Each chapter translates current research on critical topics in assessment for educational psychology instructors and teacher educators to consider in their teaching of future teachers. Written for practitioners, the aim is to present contemporary issues and ideas that would help teachers engage in meaningful assessment practice. This volume is important not only because of the dwindling presence of assessment-related instructional content in teacher preparation programs, but also because the policy changes in the last two decades have transformed the meaning and use of assessment in K-12 classrooms. Praise for Teaching on Assessment "This thought-provoking book brings together perspectives from educational psychology and teacher education to examine how assessment can best support student motivation, engagement, and learning. In the volume, editors Nichols and Varier present a set of chapters written by leaders in the field to examine critical questions about how to best prepare teachers to make instructional decisions, understand assessment within the context of learning and motivation theory, and draw on assessment in ways which can meet the needs of diverse learners. Written in a highly accessible language and style, each chapter contains clear takeaway messages designed for educational psychologists, teacher educators, teachers, and pre-service teachers. This book is essential reading for anyone involved in teaching or developing our future teaching professionals." Lois R. Harris, Australian Catholic University "This impressive book provides a wealth of contemporary and engaging resources, ideas and perspectives that educational psychology instructors will find relevant for helping students understand the complexity of assessment decision-making as an essential component of instruction. Traditional assessment principles are integrated with contemporary educational psychology research that will enhance prospective teachers’ decision-making about classroom assessments that promote all students’ learning and motivation. It is unique in showing how to best leverage both formative and summative assessment to boost student engagement and achievement, enabling students to understand how to integrate practical classroom constraints and realities with current knowledge about self-regulation, intrinsic motivation, and other psychological constructs that assessment needs to consider. The chapters are written by established experts who are able to effectively balance presentation of research and theory with practical applications. Notably, the volume includes very important topics rarely emphasized in other assessment texts, including assessment literacy frameworks, diversity, equity, assessment strategies for students with special needs, and data-driven decision making. The book will be an excellent supplement for educational psychology classes or for assessment courses, introducing students to current thinking about how to effectively integrate assessment with instruction." James McMillan, Virginia Commonwealth University.
Author: Sharon L. Nichols Publisher: IAP ISBN: 1648024297 Category : Education Languages : en Pages : 321
Book Description
In an age where the quality of teacher education programs has been called into question, it is more important than ever that teachers have a fundamental understanding of the principles of human learning, motivation, and development. Theory to Practice: Educational Psychology for Teachers and Teaching is a series for those who teach educational psychology in teacher education programs. At a time when educational psychology is at risk of becoming marginalized, it is imperative that we, as educators, “walk our talk” in serving as models of what effective instruction looks like. Each volume in the series draws upon the latest research to help instructors model fundamental principles of learning, motivation, and development to best prepare their students for the diverse, multidimensional, uncertain, and socially-embedded environments in which these future educators will teach. The inaugural volume, Teaching on Assessment, is centered on the role of assessment in teaching and learning. Each chapter translates current research on critical topics in assessment for educational psychology instructors and teacher educators to consider in their teaching of future teachers. Written for practitioners, the aim is to present contemporary issues and ideas that would help teachers engage in meaningful assessment practice. This volume is important not only because of the dwindling presence of assessment-related instructional content in teacher preparation programs, but also because the policy changes in the last two decades have transformed the meaning and use of assessment in K-12 classrooms. Praise for Teaching on Assessment "This thought-provoking book brings together perspectives from educational psychology and teacher education to examine how assessment can best support student motivation, engagement, and learning. In the volume, editors Nichols and Varier present a set of chapters written by leaders in the field to examine critical questions about how to best prepare teachers to make instructional decisions, understand assessment within the context of learning and motivation theory, and draw on assessment in ways which can meet the needs of diverse learners. Written in a highly accessible language and style, each chapter contains clear takeaway messages designed for educational psychologists, teacher educators, teachers, and pre-service teachers. This book is essential reading for anyone involved in teaching or developing our future teaching professionals." Lois R. Harris, Australian Catholic University "This impressive book provides a wealth of contemporary and engaging resources, ideas and perspectives that educational psychology instructors will find relevant for helping students understand the complexity of assessment decision-making as an essential component of instruction. Traditional assessment principles are integrated with contemporary educational psychology research that will enhance prospective teachers’ decision-making about classroom assessments that promote all students’ learning and motivation. It is unique in showing how to best leverage both formative and summative assessment to boost student engagement and achievement, enabling students to understand how to integrate practical classroom constraints and realities with current knowledge about self-regulation, intrinsic motivation, and other psychological constructs that assessment needs to consider. The chapters are written by established experts who are able to effectively balance presentation of research and theory with practical applications. Notably, the volume includes very important topics rarely emphasized in other assessment texts, including assessment literacy frameworks, diversity, equity, assessment strategies for students with special needs, and data-driven decision making. The book will be an excellent supplement for educational psychology classes or for assessment courses, introducing students to current thinking about how to effectively integrate assessment with instruction." James McMillan, Virginia Commonwealth University.
Author: David R. Olson Publisher: Wiley-Blackwell ISBN: 9780631211860 Category : Psychology Languages : en Pages : 816
Book Description
The Handbook of Education and Human Development provides a review of advances in our understanding of human development and of their implications for education theory and practice.
Author: Michael Pressley Publisher: Guilford Press ISBN: 1609180844 Category : Psychology Languages : en Pages : 514
Book Description
Filling a tremendous need, this is the first graduate-level child development text written specifically for future educators. From eminent authorities, the volume provides a solid understanding of major theories of development, focusing on how each has informed research and practice in educational contexts. Topics include the impact of biology and early experiences on the developing mind; the development of academic competence and motivation; how learning is influenced by individual differences, sociocultural factors, peers, and the family environment; what educators need to know about child mental health; and more. Every chapter features a quick-reference outline, definitions of key terms, and boxes addressing special topics of interest to educators. Special feature: Instructors considering this book for course adoption will automatically be e-mailed a test bank (in RTF format) that includes objective test items, essay questions, and case questions based on classroom scenarios.
Author: M Cecil Smith Publisher: IAP ISBN: Category : Education Languages : en Pages : 214
Book Description
In an age where the quality of teacher education programs has never been more important, educators need a fundamental understanding of human growth, development, and change at different ages and stages across the life span. The present volume draws upon the latest research to help teacher preparation instructors select and convey essential content on human development. Such efforts serve to prepare education professionals to work with infants, children, adolescents, and adults across diverse educational settings. The chapters included in this volume summarize empirical research that supports the teaching of human development as it applies to PreK-12 and postsecondary settings, describe instructional practices used in college courses that are effective for teaching teachers-in-training about human development, and provide a systematic discussion of issues that influence the teaching of human development theories, research, and classroom applications. The contributing authors are accomplished educational and developmental psychologists that have years of experience in teacher preparation. Their respective chapters provide insights into the challenges that teachers-in-training confront in learning about human growth and development and how novice teachers can apply knowledge of human development in their professional practice.
Author: Debra K. Meyer Publisher: IAP ISBN: 1648023681 Category : Education Languages : en Pages : 299
Book Description
Helping teachers understand and apply theory and research is one of the most challenging tasks of teacher preparation and professional development. As they learn about motivation and engagement, teachers need conceptually rich, yet easy-to-use, frameworks. At the same time, teachers must understand that student engagement is not separate from development, instructional decision-making, classroom management, student relationships, and assessment. This volume on teaching teachers about motivation addresses these challenges. The authors share multiple approaches and frameworks to cut through the growing complexity and variety of motivational theories, and tie theory and research to real-world experiences that teachers are likely to encounter in their courses and classroom experiences. Additionally, each chapter is summarized with key “take away” practices. A shared perspective across all the chapters in this volume on teaching teachers about motivation is “walking the talk.” In every chapter, readers will be provided with rich examples of how research on and principles of classroom motivation can be re-conceptualized through a variety of college teaching strategies. Teachers and future teachers learning about motivation need to experience explicit modeling, practice, and constructive feedback in their college courses and professional development in order to incorporate those into their own practice. In addition, a core assumption throughout this volume is the importance of understanding the situated nature of motivation, and avoiding a “one-size-fits” all approach in the classroom. Teachers need to fully interrogate their instructional practices not only in terms of motivational principles, but also for their cultural relevance, equity, and developmental appropriateness. Just like P-12 students, college students bring their histories as learners and beliefs about motivation to their formal study of motivation. That is why college instructors teaching motivation must begin by helping students evaluate their personal beliefs and experiences. Relatedly, college instructors need to know their students and model differentiating their interactions to support each of them. The authors in this volume have, collectively, decades of experience teaching at the college level and conducting research in motivation, and provide readers with a variety of strategies to help teachers and future teachers explore how motivation is supported and undermined. In each chapter in this volume, readers will learn how college instructors can demonstrate what effective, motivationally supportive classrooms look, sound, and feel like.
Author: Sara E. Rimm-Kaufman Publisher: W. W. Norton & Company ISBN: 0393714616 Category : Education Languages : en Pages : 260
Book Description
Lessons to begin using from the first day of school. Teachers are trained to manage misbehavior in the classroom, but receive little guidance about how to cultivate positive, prosocial behavior. With this book in hand, elementary teachers will be ready to launch the school year with confidence, using the concrete strategies in each chapter for improving students’ SEL skills in the five categories defined by CASEL (the Collaborative for Academic, Social, and Emotional Learning): communication skills, emotion management, emotional awareness, social awareness, and decision-making skills. This handy guide breaks down instruction of these skills into small, sequenced steps, making it easy to foster students’ skills from the start of school and build on them as the year progresses.
Author: Russell N. Carney Publisher: Theory to Practice: Educational Psychology for Teachers and Teaching ISBN: Category : Education Languages : en Pages : 0
Book Description
The present volume draws upon the latest research to help teacher preparation instructors select and convey essential content on human development.
Author: Patience Mukwambo Publisher: Routledge ISBN: 0429956231 Category : Education Languages : en Pages : 237
Book Description
Whilst many studies have explored how quality in higher education is conceptualised in the Global North, less attention has been paid to quality in higher education in Africa and the Global South. This book uses the human development and capabilities approach to demonstrate how quality in teaching and learning contributes to a range of benefits, such as improved wellbeing, economic outcomes, political engagement, and human capital formation amongst graduates. The book interrogates the various dimensions of quality as well as factors that impact on the realisation of quality in universities and society at large. Recognising that measures of quality are context and stakeholder specific, the book uses the Zimbabwean context as a Global South case study. It evaluates how quality is conceptualised and operationalised in Zimbabwean universities, and how that impacts on teaching and learning policy and practice. The book also demonstrates the need for economic resources for individuals and universities, and emphasises the importance of a social and educational environment conducive to critical learning, and post-university opportunities. This book will be of interest to researchers across Education, African and Development Studies, as well as to policymakers and practitioners with an interest in quality assurance and the promotion of teaching and learning in universities in the Global South.
Author: Andrew P. Johnson Publisher: Rowman & Littlefield ISBN: 1475852746 Category : Education Languages : en Pages : 251
Book Description
This is an educational psychology book that focuses on human development, the human being, teaching, and learning. It is appropriate for preservice teachers who are seeking to comprehend essential theories and concepts in educational psychology. It is also appropriate for practicing teachers who want to understand and apply these theories and concepts at increasingly higher levels. As well, it can be used by decision-makers or anybody else who wants to better understand human development, human beings, human learning, and educational processes. Besides the traditional topics related to human development and learning found in most educational psychology textbooks, this book describes topics that are typically not addressed. These topics include mental health for children and adolescents, intuition, an evolutionary perspective on emotions, poverty, disability and race, systemic racism, critical race theory, culturally responsive teaching, teacher reflection, language learning and reading instruction, and a complete discussion of teacher professionalism, dispositions, and attributes. These are topics that are worthy of our attention, and they will move you forward in your understanding of the human beings whom you teach.
Author: Sharon L. Nichols
Author: Sharon L. Nichols
Author: David R. Olson
Author: Michael Pressley
Author: M Cecil Smith
Author: Debra K. Meyer
Author: Sara E. Rimm-Kaufman
Author: Russell N. Carney
Author: Howard Gardner
Author: Patience Mukwambo
Author: Andrew P. Johnson