Developing Culturally and Historically Sensitive Teacher Education: Global Lessons from a Literacy Education Program, Ramнrez Yolanda Gayol, Nuttall Joce, Chбvez Patricia Rosas

Автор: Woolley Gary
Название: Developing Literacy in the Primary Classroom
ISBN: 1446267296 ISBN-13(EAN): 9781446267295
Издательство: Sage Publications
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Цена: 41170.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Combining an examination of theory and research with practical case studies and real examples of teaching practice, this book shows how to engage and motivate children to develop a range of primary English skills.

Автор: Kim Koh, Cecille DePass, Sean Steel
Название: Developing Teachers` Assessment Literacy: A Tapestry of Ideas and Inquiries
ISBN: 9004385657 ISBN-13(EAN): 9789004385658
Издательство: Brill
Цена: 43830.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Since the turn of the 21st century, developing teachers’ assessment literacy has been recognized as one of the key levers for improving instructional practice and student learning in light of the education reforms worldwide. A substantial body of literature is focused on teachers’ assessment literacy or teachers’ capacity in assessment, and teachers’ continuing professional development in assessment. As we approach the third decade of the 21st century, developing teachers’ assessment literacy needs to be more responsive to the need of both preservice and inservice teachers who come from linguistically and culturally diverse backgrounds. The authors concur that both preservice and inservice teachers in today’s complex educational contexts require a deeper level of understanding of assessment. Additionally, teachers are highly encouraged to appreciate the history of educational assessment in different sociocultural and political contexts, as well as to know how to determine the merits of a range of assessment practices best suited for their lesson planning and classroom teaching. In this book, the authors discuss significant aspects of developing teachers’ assessment literacy in different sociocultural and political contexts. Based on their respective educational backgrounds, academic experiences, and applied fields of study, each of the authors presents a critical response to the topic of assessment. Their accounts represent the complexity of the subject through a breadth and range of content and perspectives. By expanding the terms of reference regarding assessment, the authors have developed a book with a far richer panorama on assessment as a springboard for inquiry.

Автор: Kim Koh, Cecille DePass, Sean Steel
Название: Developing Teachers` Assessment Literacy: A Tapestry of Ideas and Inquiries
ISBN: 9004385665 ISBN-13(EAN): 9789004385665
Издательство: Brill
Цена: 131500.00 T
Наличие на складе: Нет в наличии.
Описание: Since the turn of the 21st century, developing teachers’ assessment literacy has been recognized as one of the key levers for improving instructional practice and student learning in light of the education reforms worldwide. A substantial body of literature is focused on teachers’ assessment literacy or teachers’ capacity in assessment, and teachers’ continuing professional development in assessment. As we approach the third decade of the 21st century, developing teachers’ assessment literacy needs to be more responsive to the need of both preservice and inservice teachers who come from linguistically and culturally diverse backgrounds. The authors concur that both preservice and inservice teachers in today’s complex educational contexts require a deeper level of understanding of assessment. Additionally, teachers are highly encouraged to appreciate the history of educational assessment in different sociocultural and political contexts, as well as to know how to determine the merits of a range of assessment practices best suited for their lesson planning and classroom teaching. In this book, the authors discuss significant aspects of developing teachers’ assessment literacy in different sociocultural and political contexts. Based on their respective educational backgrounds, academic experiences, and applied fields of study, each of the authors presents a critical response to the topic of assessment. Their accounts represent the complexity of the subject through a breadth and range of content and perspectives. By expanding the terms of reference regarding assessment, the authors have developed a book with a far richer panorama on assessment as a springboard for inquiry.

Автор: Ramнrez Yolanda Gayol, Nuttall Joce, Chбvez Patricia Rosas
Название: Developing Culturally and Historically Sensitive Teacher Education: Global Lessons from a Literacy Education Program
ISBN: 1350147435 ISBN-13(EAN): 9781350147430
Издательство: Bloomsbury Academic
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Цена: 229900.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This volume explores the literacy education master's degree program developed at Universidad de Guadalajara in Jalisco, Mexico, with the aim of addressing the nation's emerging social, economic, technological, and political needs. Developing the program required taking into account the cultural diversity, historical economic disparities, indigenous and colonial cultures, and power inequities of the Mexican nation. These conditions have produced economic structures that maintain the status quo that concentrates wealth and opportunity in the hands of the very few, creating challenges for the education and economic life for the majority of the population. The program advocates providing tools for youth to critique and change their surroundings, while also learning the codes of power that provide them a repertoire of navigational means for producing satisfying lives.

Rather than arguing that the program can be replicated or taken to scale in different contexts, the editors focus on how their process of looking inward to consider Mexican cultures enabled them to develop an appropriate educational program to address Mexico's historically low literacy rates. They show that if all teaching and learning is context-dependent, then focusing on the process of program development, rather than on the outcomes that may or may not be easily applied to other settings, is appropriate for global educators seeking to provide literacy teacher education grounded in national concerns and challenges. The volume provides a process model for developing an organic program designed to address needs in a national context, especially one grounded in both colonial and heritage cultures and one in which literacy is understood as a tool for social critique, redress, advancement, and equity.