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Addressing Issues of Access and Fairness in Education through Dynamic Assessment

Addressing Issues of Access and Fairness in Education through Dynamic Assessment Author Matthew E Poehner
ISBN-10 9781317849865
Release 2014-03-05
Pages 126
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Increased emphasis in many school systems on formal testing to mark student achievement and hold teachers accountable has begun to heighten concern among many educational policy makers, assessment specialists, and classroom teachers over questions of access and fairness, particularly for learners from culturally different backgrounds and those with a history of academic struggles. This situation echoes that faced by the Russian psychologist L. S. Vygotsky nearly ninety years ago in his efforts to understand processes of development and meet the needs of all learners. His famous proposal of the Zone of Proximal Development (ZPD) holds that assessments must take account not only of abilities that have fully formed but also those that are still emerging. The diagnostic value of the ZPD lies in identifying the underlying source of learner difficulties as well as their future potential. Since Vygotsky’s time, psychologists and educators have devised a range of practices for engaging with learners in ZPD activity that have come to be known as Dynamic Assessment (DA). In DA, assessors go beyond observations of independent performance and engage cooperatively with learners to both understand and support their development. This process is in full evidence in the papers in this collection, which offers a cross section of applications of DA with diverse populations, including special needs learners, immigrant and minority students, and second language learners. While these papers may be read as cutting-edge academic research, they also represent a commitment to going beyond manifest difficulties and failures to help individuals construct a more positive future. This book was originally published as a special issue of Assessment in Education: Principles, Policy & Practice.



The Routledge Encyclopedia of Second Language Acquisition

The Routledge Encyclopedia of Second Language Acquisition Author Peter Robinson
ISBN-10 9780415877510
Release 2012
Pages 756
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The Routledge Encyclopedia of Second Language Acquisition offers a user-friendly, authoritative survey of terms and constructs that are important to understanding research in second language acquisition (SLA) and its applications. The Encyclopedia is designed for use as a reference tool by students, researchers, teachers and professionals with an interest in SLA. The Encyclopedia has the following features: • 252 alphabetized entries written in an accessible style, including cross references to other related entries in the Encyclopedia and suggestions for further reading • Among these, 9 survey entries that cover the foundational areas of SLA in detail: Development in SLA, Discourse and Pragmatics in SLA, Individual Differences in SLA, Instructed SLA, Language and the Lexicon in SLA, Measuring and Researching SLA, Psycholingustics of SLA, Social and Sociocultural Approaches to SLA, Theoretical Constructs in SLA. • The rest of the entries cover all the major subdisciplines, methodologies and concepts of SLA, from “Accommodation” to the “ZISA project.” Written by an international team of specialists, the Routledge Encyclopedia of Second Language Acquisition is an invaluable resource for students and researchers with an academic interest in SLA.



Improving Learning through Dynamic Assessment

Improving Learning through Dynamic Assessment Author Fraser Lauchlan
ISBN-10 9780857007315
Release 2013-03-28
Pages 176
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Improving Learning Through Dynamic Assessment is a practical tool for helping to assess and support children aged 4+ with learning challenges based on an innovative approach. Contrasting with traditional 'static' assessment methods, this resource enables educational psychologists and related professionals to involve the child actively in the process of assessment - allowing them to measure not just what the child has learnt, but also how the child learns, how responsive they are to attempts to intevene, and what is holding them back from learning. It outlines the relevant theory and offers a staged assessment process to follow, with strategies for assessing cognitive and affective capacity. The resource contains all you need to carry out dynamic assessment, featuring photocopiable activities, checklists, handouts for teachers/parents to use with children and training materials which explain the approach in terms understandable to all participating adults. The first practical resource on how to carry out this popular and innovative form of assessment, Improving Learning through Dynamic Assessment is an important resource for educational psychologists, speech and language therapists, special educational needs coordinators (SENCOs), specialist support teachers and other professionals working with children with learning challenges.



Dynamic Assessment in Practice

Dynamic Assessment in Practice Author H. Carl Haywood
ISBN-10 9781139462075
Release 2006-12-18
Pages
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Dynamic assessment embeds interaction within the framework of a test-intervene-retest approach to psychoeducational assessment. This book offers an introduction to diagnostic assessors in psychology, education, and speech/language pathology to the basic ideas, principles, and practices of dynamic assessment. Most importantly, the book presents an array of specific procedures developed and used by the authors that can be applied to clients of all ages in both clinical and educational settings. The authors discuss their approach to report-writing, with a number of examples to demonstrate how they incorporate dynamic assessment into a comprehensive approach to assessment. The text concludes with a discussion of issues and questions that need to be considered and addressed. Two appendixes include descriptions of additional tests used by the authors that are adapted for dynamic assessment, as well as information about dynamic assessment procedures developed by others and sources for additional information about this approach.



Equality in Education Fairness and Inclusion

Equality in Education  Fairness and Inclusion Author Hongzhi Zhang
ISBN-10 9789462096929
Release 2014-10-24
Pages 222
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"Equality in Education: Fairness and Inclusion is a scholarly call to action. As the book reminds us, governments come and go and in doing so they busy themselves with policy to mark their patch. Inequality and exclusion remain stubborn foes that are proving to be somewhat impervious to glossy policy pronouncements. The change that Hugo Claus calls for requires careful analysis and bold actions. The editors have assembled a collection of insightful essays that assist in that project. Professor Roger Slee, Victoria University, Melbourne, Australia This book attempts to consider the notion of fairness and inclusion in the context of education from different national perspectives, which is a laudable undertaking. The Editors have managed to put together a diverse, informative, and interesting account of equality and fairness that transcends international borders. The Editors are to be commended on their remarkable achievement in bringing together so many authors to discuss such an important subject, yet producing a cohesive collection of chapters that elucidate the diverse nature of equity in education. Professor Divya Jindal Snape, University of Dundee, UK"



Practitioner s Guide to Dynamic Assessment

Practitioner s Guide to Dynamic Assessment Author Carol Schneider Lidz
ISBN-10 0898622425
Release 1991-07-12
Pages 210
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Dynamic assessment is a recently developed, interactive approach to psychoeducational assessment that follows a test-intervene-retest format, focuses on learning processes and modifiability, and provides the possibility of direct linkage between assessment and intervention. The second book on the topic by Dr. Lidz, this volume is a hands-on guide that is designed specifically for practitioners who engage in diagnostic assessment related to the functioning of children in school. It reviews and critiques current models of dynamic assessment and presents the research available on these existing models. But primarily, this is a text to help practitioners carry out an actual dynamic assessment procedure. The book includes two comprehensive manuals, each providing theoretical background, descriptions of procedures, forms, and reviews of available research. The first manual describes the Mediated Learning Experience Rating Scale. This scale adapts Feuerstein's concept of MLE, postulated to describe adult activities within an adult-child interaction that facilitate the child's cognitive development. The scale is useful for assessment and consultation with both parents and teachers and, in addition, it also describes the behavior of the assessor during the course of dynamic assessment. The second manual describes the author's model for dynamic assessment. This model rests on a theory of neuropsychological foundations of mental processing as developed by Luria and elaborated by Naglieri and Das. The model preserves the test-intervene-retest format, focuses on learner modifiability and, most significantly, links the assessment with educational interventions. Detailing the implementation of an actual dynamic assessment procedure that is linked with educational interventions, this book is a valuable guide for diagnostic assessors from a wide variety of backgrounds including school, clinical, and counseling psychology, as well as special and regular education and speech and language pathology. PRACTITIONER'S GUIDE TO DYNAMIC ASSESSMENT also serves as a text for advanced graduate courses in assessment.



Sociocultural Theory in Second Language Education

Sociocultural Theory in Second Language Education Author Merrill Swain
ISBN-10 9781783093175
Release 2015-02
Pages 200
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This textbook is designed to introduce the reader to the concepts of sociocultural theory (SCT) through a series of narratives illuminating key concepts of the theory. This second edition references more recent studies that provide important instances of Vygotskian sociocultural theory in second language education and research, as well as updated questions for collaborative discussion.



Sociocultural Theory and Second Language Learning

Sociocultural Theory and Second Language Learning Author James P. Lantolf
ISBN-10 0194421600
Release 2000
Pages 296
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This book represents a major statement of the current research being conducted on the learning of second languages from a sociocultural perspective. The book is divided into a theoretical and an empirical part. Specific topics covered include: learning and teaching languages in the zone of proximal development; L1 mediation in the acquisition of L2 grammar; sociocultural theory as a theory of second language learning; gestural mediation in a second language; and constructing a self through a second language.



Annual Meeting Program

Annual Meeting Program Author American Educational Research Association
ISBN-10 STANFORD:36105113127737
Release 2003
Pages
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Annual Meeting Program has been writing in one form or another for most of life. You can find so many inspiration from Annual Meeting Program also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Annual Meeting Program book for free.



Sociocultural Theory and the Teaching of Second Languages

Sociocultural Theory and the Teaching of Second Languages Author James P. Lantolf
ISBN-10 184553249X
Release 2008
Pages 422
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L.S. Vygotsky, the renowned Russian psychologist, argued that the true test of any scientific theory is not the contribution that it makes to our understanding of the of the object of study but the extent to which it improves the practical activities of people, including activities that take place in educational settings. The fourteen original chapters included in this volume document innovations in second and foreign language teaching rooted in Vygotsky's theory of cognitive development. Researchers and language teaching practitioners will find implementations at the classroom and programmatic levels of Vygotskyan principles and concepts, including cognitive mediation, the zone of proximal development, activity theory, internatlization, verbalization, and materialization.



Education and Development in Zimbabwe

Education and Development in Zimbabwe Author Edward Shizha
ISBN-10 9789460916069
Release 2012-01-01
Pages 215
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The book represents a contribution to policy formulation and design in an increasingly knowledge economy in Zimbabwe. It challenges scholars to think about the role of education, its funding and the egalitarian approach to widening access to education. The nexus between education, democracy and policy change is a complex one. The book provides an illuminating account of the constantly evolving notions of national identity, language and citizenship from the Zimbabwean experience. The book discusses educational successes and challenges by examining the ideological effects of social, political and economic considerations on Zimbabwe’s colonial and postcolonial education. Currently, literature on current educational challenges in Zimbabwe is lacking and there is very little published material on these ideological effects on educational development in Zimbabwe. This book is likely to be one of the first on the impact of social, political and economic meltdown on education. The book is targeted at local and international academics and scholars of history of education and comparative education, scholars of international education and development, undergraduate and graduate students, and professors who are interested in educational development in Africa, particularly Zimbabwe. Notwithstanding, the book is a valuable resource to policy makers, educational administrators and researchers and the wider community. Shizha and Kariwo’s book is an important and illuminating addition on the effects of social, political and economic trajectories on education and development in Zimbabwe. It critically analyses the crucial specifics of the Zimbabwean situation by providing an in depth discourse on education at this historical juncture. The book offers new insights that may be useful for an understanding of not only the Zimbabwean case, but also education in other African countries. Rosemary Gordon, Senior Lecturer in Educational Foundations, University of Zimbabwe Ranging in temporal scope from the colonial era and its elitist legacy through the golden era of populist, universal elementary education to the disarray of contemporary socioeconomic crisis; covering elementary through higher education and touching thematically on everything from the pernicious effects of social adjustment programmes through the local deprofessionalization of teaching, this text provides a comprehensive, wide ranging and yet carefully detailed account of education in Zimbabwe. This engagingly written portrayal will prove illuminating not only to readers interested in Zimbabwe’s education specifically but more widely to all who are interested in how the sociopolitical shapes education- how ideology, policy, international pressures, economic factors and shifts in values collectively forge the historical and contemporary character of a country’s education. Handel Kashope Wright, Professor of Education, University of British Columbia



Grading Smarter Not Harder

Grading Smarter  Not Harder Author Myron Dueck
ISBN-10 9781416618904
Release 2014-07-15
Pages 180
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All the talk of closing the achievement gap in schools obscures a more fundamental issue: do the grades we assign to students truly reflect the extent of their learning? In this lively and eye-opening book, educator Myron Dueck reveals how many of the assessment policies that teachers adopt can actually prove detrimental to student motivation and achievement and shows how we can tailor policies to address what really matters: student understanding of content. In sharing lessons, anecdotes, and cautionary tales from his own experiences revamping assessment procedures in the classroom, Dueck offers a variety of practical strategies for ensuring that grades measure what students know without punishing them for factors outside their control; critically examining the fairness and effectiveness of grading homework assignments; designing and distributing unit plans that make assessment criteria crystal-clear to students; creating a flexible and modular retesting system so that students can improve their scores on individual sections of important tests. Grading Smarter, Not Harder is brimming with reproducible forms, templates, and real-life examples of grading solutions developed to allow students every opportunity to demonstrate their learning. Written with abundant humor and heart, this book is a must-read for all teachers who want their grades to contribute to, rather than hinder, their students' success.



Equity and Quality in Education Supporting Disadvantaged Students and Schools

Equity and Quality in Education Supporting Disadvantaged Students and Schools Author OECD
ISBN-10 9789264130852
Release 2012-02-09
Pages 168
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Across OECD countries, almost one in every five students does not reach a basic minimum level of skills. This book presents a series of policy recommendations for education systems to help all children succeed.



Education and Training Policy No More Failures Ten Steps to Equity in Education

Education and Training Policy No More Failures Ten Steps to Equity in Education Author Field Simon
ISBN-10 9789264032606
Release 2007-11-14
Pages 159
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No More Failures challenges the assumption that there will always be failures and dropouts, those who can’t or won’t make it in school. It provides ten concrete policy measures for reducing school failure and dropout rates.



International Summit on the Teaching Profession Preparing Teachers and Developing School Leaders for the 21st Century Lessons from around the World

International Summit on the Teaching Profession Preparing Teachers and Developing School Leaders for the 21st Century Lessons from around the World Author Schleicher Andreas
ISBN-10 9789264174559
Release 2012-06-07
Pages 108
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This book uses PISA data to show that a substantial proportion of students in OECD countries now attend schools that have high degrees of autonomy in different areas of decision making.



Suid Afrikaanse Tydskrif Vir Wetenskap

Suid Afrikaanse Tydskrif Vir Wetenskap Author
ISBN-10 UOM:39015078451096
Release 1999
Pages
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Suid Afrikaanse Tydskrif Vir Wetenskap has been writing in one form or another for most of life. You can find so many inspiration from Suid Afrikaanse Tydskrif Vir Wetenskap also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Suid Afrikaanse Tydskrif Vir Wetenskap book for free.



Gender and Justice

Gender and Justice Author California. Judicial Council. Advisory Committee on Access and Fairness. Gender Fairness Subcommittee
ISBN-10 STANFORD:36105061193384
Release 1995
Pages 52
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Gender and Justice has been writing in one form or another for most of life. You can find so many inspiration from Gender and Justice also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Gender and Justice book for free.