Zobrazeno 1 - 10
of 52
pro vyhledávání: '"Ann Sherman"'
Publikováno v:
Power and Education. 15:5-22
In this article, we look at three teacher education programs across three countries—Australia, Bhutan, and Canada—to examine how reflection is cultivated in pre-service teachers (also referred to as teacher candidates) through a pedagogy of self-
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fda1d0395e9ab9e705879f59ec22193a
https://doi.org/10.1177/17577438221108240
https://doi.org/10.1177/17577438221108240
Publikováno v:
in education. 23:164-175
Since 2011, we have been working at an independent high school with a small group of teachers interested in studying their own teaching practices in ways that support both their individual and collective learning. The participating educators are enga
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::64df79134a6931d2b7bd913604594754
https://doi.org/10.37119/ojs2017.v23i1.293
https://doi.org/10.37119/ojs2017.v23i1.293
Publikováno v:
Science Education in Canada ISBN: 9783030061906
This chapter on science education explores a complex set of conditions that make New Brunswick unique from other Canadian jurisdictions. The Department of Education and Early Childhood Development has two distinct units—one for Francophone educatio
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1800d18307fc03fe2524bf72497c3ded
https://doi.org/10.1007/978-3-030-06191-3_8
https://doi.org/10.1007/978-3-030-06191-3_8
Publikováno v:
Teacher Education, Learning Innovation and Accountability ISBN: 9789811320255
In this chapter, we examine the influence of teacher educators on teacher candidates’ learning and beliefs in educational assessment. Specifically, we aim to consider how teacher educators shape teacher candidates’ readiness for classroom assessm
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8049eb1e77290f8eca07c86e7d1699f1
https://doi.org/10.1007/978-981-13-2026-2_11
https://doi.org/10.1007/978-981-13-2026-2_11
Autor:
Robert M. Conroy, Ann Sherman
Publikováno v:
SSRN Electronic Journal.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1a9efdf154c14c72746a410c1a7dc2b5
https://doi.org/10.2139/ssrn.2974365
https://doi.org/10.2139/ssrn.2974365
Autor:
Vallach, Glenn1, Ann Sherman, Cherie1
Publikováno v:
International Journal of Business & Applied Sciences. 2014, Vol. 3 Issue 2, p14-26. 13p.
Publikováno v:
The Curriculum Journal. 25:567-592
Many schools and school systems have been deliberately working towards full implementation of Assessment for Learning for more than a decade, yet success has been elusive. Using a leader's implementation of Assessment for Learning in one school as an
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::da069bd18d51c7f0a5085687e1da393b
https://doi.org/10.1080/09585176.2014.964276
https://doi.org/10.1080/09585176.2014.964276
Autor:
Elizabeth Sloat, Ann Sherman, Theodore Christou, Mark Hirschkorn, Paula Kristmanson, Lynn Lemisko, Alan Sears
Publikováno v:
Learning Teaching from Experience. :143-158
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4c60bd316b691559d149620ec4360ca9
https://doi.org/10.5040/9781472593313.ch-009
https://doi.org/10.5040/9781472593313.ch-009
Publikováno v:
Assessment for Learning: Meeting the Challenge of Implementation ISBN: 9783319392097
Research in the area of classroom assessment for learning (AfL)—in which students are deeply involved in the formative assessment process—is not only extensive, it is also overwhelmingly positive in terms of its impact on student learning and ach
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9025d681d6ca389dbc21889f195980d1
https://doi.org/10.1007/978-3-319-39211-0_14
https://doi.org/10.1007/978-3-319-39211-0_14
Autor:
Leo MacDonald, Ann Sherman
Publikováno v:
Leadership of Assessment, Inclusion, and Learning ISBN: 9783319233468
This chapter discusses assessment in inquiry-based science classrooms. Three classroom scenarios are examined for ways that they support assessment for learning. Implications are provided for teachers and school leaders to consider when seeking to im
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6bf742231396cb354d79d7e82da8a063
https://doi.org/10.1007/978-3-319-23347-5_7
https://doi.org/10.1007/978-3-319-23347-5_7