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Classroom Communication and Diversity: Enhancing Instructional Practice (Routledge Communication Series)
by Robert G. Powell Dana L. PowellClassroom Communication and Diversity provides a useful framework for helping both new and experienced teachers and instructors navigate the communication challenges in today’s diverse classroom. It encourages teachers to reflect on how their personal cultures influence their expectations regarding classroom communication. This textbook is distinctive in its distillation of research from numerous sources to provide the best viewpoint and systems for focusing on the needs of the individual learner. Dana L. Powell and Robert G. Powell draw on research in both the communication and education disciplines, and provide useful strategies for improving teaching practices alongside theoretical models regarding diversity in the classroom. Much of the information found in this text is also inspired by the authors’ direct experience in schools and from the experience they have gleaned from other first-line instructors as well as from parents and children. Among the many updates to this Third Edition are: Expanded coverage of students with diverse needs Discussion on working effectively with parents Coverage of cultural influences and the impact of race and ethnicity on disciplinary actions Examination of the role of social media and its impact on instructional communication The increase of educational technology use. Teachers and scholars in the communication and education fields will find this text practical and valuable for their teaching efforts, and it is appropriate for instructional communication courses in both disciplines.
Classroom Communication and Diversity: Enhancing Instructional Practice (Routledge Communication Series)
by Robert G. Powell Dana L. PowellClassroom Communication and Diversity provides a useful framework for helping both new and experienced teachers and instructors navigate the communication challenges in today’s diverse classroom. It encourages teachers to reflect on how their personal cultures influence their expectations regarding classroom communication. This textbook is distinctive in its distillation of research from numerous sources to provide the best viewpoint and systems for focusing on the needs of the individual learner. Dana L. Powell and Robert G. Powell draw on research in both the communication and education disciplines, and provide useful strategies for improving teaching practices alongside theoretical models regarding diversity in the classroom. Much of the information found in this text is also inspired by the authors’ direct experience in schools and from the experience they have gleaned from other first-line instructors as well as from parents and children. Among the many updates to this Third Edition are: Expanded coverage of students with diverse needs Discussion on working effectively with parents Coverage of cultural influences and the impact of race and ethnicity on disciplinary actions Examination of the role of social media and its impact on instructional communication The increase of educational technology use. Teachers and scholars in the communication and education fields will find this text practical and valuable for their teaching efforts, and it is appropriate for instructional communication courses in both disciplines.
Classroom Collaboration (Routledge Revivals)
by Phillida Salmon Hilary ClaireOriginally published in 1984, this is an account of a two-year study of four comprehensive school classrooms, where teachers were fostering collaborative learning methods. The authors draw on their joint knowledge and experience as a psychologist and a teacher to give an insight into pupils’ perceptions of their schooling, and a dynamic analysis of the process of education that they experienced. Working on the premise that successful collaboration demands common goals and mutual understanding, the author observed pupils at work, transcribed their talk, and carried out interviews with both pupils and their teachers. They show how individual children can support and learn from each other, document the social and psychological features underlying the use, or non-use, of collaboration, and take the teachers’ own frames of reference as a standpoint in evaluating success. The authors’ findings were intended to encourage teachers to move away from the traditional view of education as the transmission of knowledge to passive pupils. Social relationships within the classroom can potentially be, not merely a source of disruption, but the basis of learning itself. This possibility is particularly significant in the context of inner-city schools where there is often mutual mistrust and hostility across lines of race, class, gender or ability.
Classroom Collaboration (Routledge Revivals)
by Phillida Salmon Hilary ClaireOriginally published in 1984, this is an account of a two-year study of four comprehensive school classrooms, where teachers were fostering collaborative learning methods. The authors draw on their joint knowledge and experience as a psychologist and a teacher to give an insight into pupils’ perceptions of their schooling, and a dynamic analysis of the process of education that they experienced. Working on the premise that successful collaboration demands common goals and mutual understanding, the author observed pupils at work, transcribed their talk, and carried out interviews with both pupils and their teachers. They show how individual children can support and learn from each other, document the social and psychological features underlying the use, or non-use, of collaboration, and take the teachers’ own frames of reference as a standpoint in evaluating success. The authors’ findings were intended to encourage teachers to move away from the traditional view of education as the transmission of knowledge to passive pupils. Social relationships within the classroom can potentially be, not merely a source of disruption, but the basis of learning itself. This possibility is particularly significant in the context of inner-city schools where there is often mutual mistrust and hostility across lines of race, class, gender or ability.
Classroom Change in Developing Countries: From Progressive Cage to Formalistic Frame (Routledge Research in International and Comparative Education)
by Gerard GuthrieProgressive Education, derived mainly from Anglo-American culture, has been the primary frame of reference for student-centered classroom change in developing countries for over 50 years. Yet in many developing countries, strong evidence shows that progressivism has not replaced teacher-centered formalistic classroom practice. Classroom Change in Developing Countries: From Progressive Cage to Formalistic Frame presents a robust case for why formalism should be the primary frame of reference for upgrading classroom teaching in developing countries. Theoretically rich yet grounded in practice, the book draws on case studies from Africa, China and Papua New Guinea to show how culturally intuitive formalistic teaching styles can induce positive classroom change. Synthesising research and evaluation literature on classroom change in developing countries, Guthrie examines some of the methodological flaws in the literature. The book considers the progressive cage, and looks at Confucian influences on teaching in China, progressive reform failures in both Sub-Saharan Africa and Papua New Guinea, as well as offering a critical take on some failings in comparative education. It examines the formalistic frame, addresses methodological issues in culturally grounded research and offers a model of teaching styles for basic classroom research. The book concludes by returning the focus back to teachers and considers the so-called teacher resistance to change. The book will be an essential purchase for academics and research students engaged in the fields of classroom teaching, teacher education and curriculum and will also be of interest to academics, aid officials, and decision-makers in developing countries.
Classroom Change in Developing Countries: From Progressive Cage to Formalistic Frame (Routledge Research in International and Comparative Education)
by Gerard GuthrieProgressive Education, derived mainly from Anglo-American culture, has been the primary frame of reference for student-centered classroom change in developing countries for over 50 years. Yet in many developing countries, strong evidence shows that progressivism has not replaced teacher-centered formalistic classroom practice. Classroom Change in Developing Countries: From Progressive Cage to Formalistic Frame presents a robust case for why formalism should be the primary frame of reference for upgrading classroom teaching in developing countries. Theoretically rich yet grounded in practice, the book draws on case studies from Africa, China and Papua New Guinea to show how culturally intuitive formalistic teaching styles can induce positive classroom change. Synthesising research and evaluation literature on classroom change in developing countries, Guthrie examines some of the methodological flaws in the literature. The book considers the progressive cage, and looks at Confucian influences on teaching in China, progressive reform failures in both Sub-Saharan Africa and Papua New Guinea, as well as offering a critical take on some failings in comparative education. It examines the formalistic frame, addresses methodological issues in culturally grounded research and offers a model of teaching styles for basic classroom research. The book concludes by returning the focus back to teachers and considers the so-called teacher resistance to change. The book will be an essential purchase for academics and research students engaged in the fields of classroom teaching, teacher education and curriculum and will also be of interest to academics, aid officials, and decision-makers in developing countries.
Classroom Bullying Prevention, Pre-K–4th Grade: Children's Books, Lesson Plans, and Activities
by Melissa Allen Heath Tina Taylor Mary DotyFeaturing 20 selected bully-themed children's picture books, this teacher-friendly resource book offers lesson plans and activities to assist educators in strengthening bystander support against bullying.Classroom Bullying Prevention, Pre-K–4th Grade: Children's Books, Lesson Plans, and Activities provides strategies to deter and prevent bullying—a serious and widespread social problem that starts early and causes great harm to not only the victims but also the bullies themselves. The book's content and the included lesson plans are specifically designed to supplement school-wide efforts to reduce and eliminate bullying. The lesson plans enable students to understand the importance of environments where everyone feels welcomed, valued, and respected. Supplemented by creative illustrations and summarized tables of key information, the book will be helpful to community and school librarians, elementary school teachers, and paraprofessionals serving pre-K through 4th grade students. Additionally, school-based mental health professionals such as school counselors, psychologists, and social workers can utilize the book's resources to teach social skills in classrooms and group counseling sessions.
Classroom Bullying Prevention, Pre-K–4th Grade: Children's Books, Lesson Plans, and Activities
by Melissa Allen Heath Tina Taylor Mary DotyFeaturing 20 selected bully-themed children's picture books, this teacher-friendly resource book offers lesson plans and activities to assist educators in strengthening bystander support against bullying.Classroom Bullying Prevention, Pre-K–4th Grade: Children's Books, Lesson Plans, and Activities provides strategies to deter and prevent bullying—a serious and widespread social problem that starts early and causes great harm to not only the victims but also the bullies themselves. The book's content and the included lesson plans are specifically designed to supplement school-wide efforts to reduce and eliminate bullying. The lesson plans enable students to understand the importance of environments where everyone feels welcomed, valued, and respected. Supplemented by creative illustrations and summarized tables of key information, the book will be helpful to community and school librarians, elementary school teachers, and paraprofessionals serving pre-K through 4th grade students. Additionally, school-based mental health professionals such as school counselors, psychologists, and social workers can utilize the book's resources to teach social skills in classrooms and group counseling sessions.
Classroom Behaviour Management in the Post-School Sector: Student and Teacher Perspectives on the Battle Against Being Educated
by Mervyn LeborThis book listens to the voices of post-school teachers, managers, theorists, trainees, teacher educators and students talking about the battle against being educated. It analyses models of classroom behaviour management, with examples of theory critiquing practice and practice criticizing theory. The contextual pressures of manageralism, demands imposed by Ofsted, economic survival for institutions based on student numbers, and mandatory attendance requirements have all meant ever-increasing pressures on teachers dealing with students’ violent, disruptive and challenging behaviours, resulting in some highly disordered classrooms in many institutions. Lebor examines the attitudes of stakeholders, including disruptive students, teachers, trainees and managers, and explores a range of issues such as entering the classroom, abuse of computers and technology equipment, overt violence in classrooms, and counter-productive assessment processes, as well as exploring a range of available solutions to the problem. The book will be compelling reading for teachers, teacher educators, trainees, policy-makers, managers in education, but also anyone interested in education and training.
Classroom Behaviour Management in the Post-School Sector: Student and Teacher Perspectives on the Battle Against Being Educated
by Mervyn LeborThis book listens to the voices of post-school teachers, managers, theorists, trainees, teacher educators and students talking about the battle against being educated. It analyses models of classroom behaviour management, with examples of theory critiquing practice and practice criticizing theory. The contextual pressures of manageralism, demands imposed by Ofsted, economic survival for institutions based on student numbers, and mandatory attendance requirements have all meant ever-increasing pressures on teachers dealing with students’ violent, disruptive and challenging behaviours, resulting in some highly disordered classrooms in many institutions. Lebor examines the attitudes of stakeholders, including disruptive students, teachers, trainees and managers, and explores a range of issues such as entering the classroom, abuse of computers and technology equipment, overt violence in classrooms, and counter-productive assessment processes, as well as exploring a range of available solutions to the problem. The book will be compelling reading for teachers, teacher educators, trainees, policy-makers, managers in education, but also anyone interested in education and training.
Classroom Behaviour Management in Further, Adult and Vocational Education: Moving Beyond Control?
by Denise RobinsonGuiding you through research and practice, Classroom Behaviour Management in Further, Adult and Vocational Education offers a new perspective. The authors help you to understand how you can create a positive classroom ethos and learning experience in the further, adult and vocational education sector. They explore the need to engage with students' previous experiences, be they positive or negative, and look at why it is important to engage with the wider economic, social and political issues at play in the classroom to understand how these may influence behaviour and responses. You'll find a wealth of information on a range of topics, including: Understanding behaviourTeaching strategies Institutional practice Professional Standards Each chapter supports your learning with reflective activities, exercises, question and answer sections, case studies and suggestions for further reading.
Classroom Behaviour Management in Further, Adult and Vocational Education: Moving Beyond Control?
by Denise RobinsonGuiding you through research and practice, Classroom Behaviour Management in Further, Adult and Vocational Education offers a new perspective. The authors help you to understand how you can create a positive classroom ethos and learning experience in the further, adult and vocational education sector. They explore the need to engage with students' previous experiences, be they positive or negative, and look at why it is important to engage with the wider economic, social and political issues at play in the classroom to understand how these may influence behaviour and responses. You'll find a wealth of information on a range of topics, including: Understanding behaviourTeaching strategies Institutional practice Professional Standards Each chapter supports your learning with reflective activities, exercises, question and answer sections, case studies and suggestions for further reading.
Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support
by Bill RogersBill Rogers' UK Tour 2017 - find out more today! This exciting new edition of the best-selling and beloved teacher's companion looks at the everyday behaviour issues facing teachers working in today's classrooms. Describing real situations and dilemmas, Bill Rogers provides theoretically sound strategies and best practices to support you in meeting the challenges of the job, as well as building up a rapport with both students and colleagues to enable positive and productive learning environments. Written jargon-free in Bill's accessible and empathetic voice it includes in-depth strategies, practical examples, case studies and pragmatic hints and tips to put in to practice. This will make for informative and inspiring reading to all those involved in educating our children and young people. The new edition has been revised and updated and now also includes access to an interactive website packed with a host of extra material to take you further. Visit https://study.sagepub.com/rogers4e to access: Videos of Bill demonstrating his behaviour strategies in real classroom settings Podcasts where Bill explains his ideas and ethos in more detail as well as answering teachers' FAQs Extra reading material for even more support on difficult subjects Behaviour Management Tool Templates to use with students in the everyday classroom Role-play scenario cards to help understand and prepare for challenging situations “We often think of behaviour management in terms of dealing with challenging behaviour, but Dr Rogers begins by looking at classroom organisation and whole-class strategies. Alongside the theory, he provides examples that create a much deeper understanding of exactly what works and what doesn’t.” - Special magazine
Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support (PDF)
by Bill RogersThis exciting new edition of the best-selling and beloved teacher's companion looks at the everyday behaviour issues facing teachers working in today's classrooms. Describing real situations and dilemmas, Bill Rogers provides theoretically sound strategies and best practices to support you in meeting the challenges of the job, as well as building up a rapport with both students and colleagues to enable positive and productive learning environments. Written jargon-free in Bill's accessible and empathetic voice it includes in-depth strategies, practical examples, case studies and pragmatic hints and tips to put in to practice. This will make for informative and inspiring reading to all those involved in educating our children and young people. The new edition has been revised and updated and now also includes access to an interactive website packed with a host of extra material to take you further. Visit https://study.sagepub.com/rogers4e to access: Videos of Bill demonstrating his behaviour strategies in real classroom settings Podcasts where Bill explains his ideas and ethos in more detail as well as answering teachers' FAQs Extra reading material for even more support on difficult subjects Behaviour Management Tool Templates to use with students in the everyday classroom Role-play scenario cards to help understand and prepare for challenging situations “We often think of behaviour management in terms of dealing with challenging behaviour, but Dr Rogers begins by looking at classroom organisation and whole-class strategies. Alongside the theory, he provides examples that create a much deeper understanding of exactly what works and what doesn’t.” - Special magazine BILL ROGERS IN THE UK! Dr Bill Rogers will be lecturing in the UK and for schools, authorities and universities this autumn 2017, mid-September to mid-December. For details of events, or to book Bill in to do training for your organization, please contact Lora Rogers at lrrogers07@gmail.com See his website for further information http://www.billrogers.com.au
Classroom Behavior, Contexts, and Interventions (Advances in Learning and Behavioral Disabilities #25)
by Bryan G. Cook Melody G. Tankersley Timothy J. Landrum Thomas E. Scruggs Margo A. MastropieriThe focus of this volume is to identify and review issues and outcomes associated with behavioral concerns of students with learning and behavioral disabilities. Students must navigate a number of environmental conditions, task demands, and social interactions with peers and adults throughout the school day. To be successful, they must employ a variety of learning and self-regulatory strategies, as well as meet teachers' expectations in the classroom. Students with learning and behavioral disabilities are more likely to fail in navigating the school day than nondisabled peers. Their failure is often associated with difficulties in some aspect of behavior. In this volume, internationally prominent scholars address contemporary topics such as grade retention, bullying and Harassment, response-to-intervention and universal systems in relation to how students with learning and behavioral disabilities are affected by them. Additionally, the scholars describe and discuss future directions for treatments such as social skills instruction, cognitive-behavioral prevention, social emotional learning programs, and self-monitoring. The volume is intended to be of interest to clinicians, teachers, researchers, graduate students, and others who work with students with learning and behavioral disabilities.
Classroom-based Research and Evidence-based Practice: A Guide for Teachers (PDF)
by Dr Keith Taber`This is an exceptionally strong book. I learnt much of value from it, yet the text is accessible to PGCE students. It is packed with interesting and valid arguments and shows a great understanding both of classrooms and of educational research' - Michael Reiss, Institute of Education, University of London Invaluable for anyone undertaking initial teacher training courses and other postgraduate courses involving an element of educational research, this text equips the reader with the necessary knowledge and skills to be confident in appreciating the nature, limitations and possibilities of small-scale classroom research, and critically reading the research of others. It includes case examples and pedagogical features throughout to enable the reader to fully engage with the issues surrounding teaching and learning.
Classroom-based Research and Evidence-based Practice: An Introduction (2nd edition) (PDF)
by Keith TaberThis refreshing Second Edition offers a helpful overview of educational research for those training to be teachers, or setting out on classroom-based research projects. The book illustrates the nature and logic of the research process, and supports readers in critically evaluating the strengths and limitations of published studies. Drawing on a variety of relevant examples, the book demonstrates each stage of the research process - including formulating research questions, selecting data collection techniques and deciding on approaches to data analysis - and usefully integrates each stage. The new edition includes: - an expanded treatment of data analysis - new, discrete chapters looking at ethical issues, and at how teachers can research their own classrooms through the use of case studies - discussion of research carried out by trainee teachers. Clear and comprehensive, the examples included in the book demonstrate the range of topics that are suitable for research in the classroom and identify key factors for consideration when undertaking classroom-based research. This book is essential reading for students, researchers, teachers and trainee teachers interested in doing research in the classroom.
Classroom-based Research and Evidence-based Practice: An Introduction (2nd edition)
by Keith TaberThis refreshing Second Edition offers a helpful overview of educational research for those training to be teachers, or setting out on classroom-based research projects. The book illustrates the nature and logic of the research process, and supports readers in critically evaluating the strengths and limitations of published studies. Drawing on a variety of relevant examples, the book demonstrates each stage of the research process - including formulating research questions, selecting data collection techniques and deciding on approaches to data analysis - and usefully integrates each stage. The new edition includes: - an expanded treatment of data analysis - new, discrete chapters looking at ethical issues, and at how teachers can research their own classrooms through the use of case studies - discussion of research carried out by trainee teachers. Clear and comprehensive, the examples included in the book demonstrate the range of topics that are suitable for research in the classroom and identify key factors for consideration when undertaking classroom-based research. This book is essential reading for students, researchers, teachers and trainee teachers interested in doing research in the classroom.
Classroom-based Interventions Across Subject Areas: Research to Understand What Works in Education
by Gabriel J. Stylianides Ann ChildsClassroom-based Interventions Across Subject Areas explores cutting-edge educational research that has real potential to support the improvement of classroom practice. Written by expert researchers and practitioners, it provides empirically tested and theory-based approaches that practitioners can use to improve learning in classroom settings. This edited volume provides examples of classroom-based interventions in English, mathematics, science, languages, history, and geography. Taking as its basis research which has been conducted in actual classrooms with close collaboration between researchers and practitioners, this text will help researchers and practitioners understand how and why interventions can be successful or not. The text further considers the broad theoretical and practical issues that derive from intervention studies, including the nature of collaboration between researchers and teachers and ways of adapting effective classroom-based interventions for use in different contexts. Offering insight into the methodology behind successful classroom-based interventions, this text will be essential reading for students of education, trainee teachers, and all those concerned with how educational research can impact on teaching and learning.
Classroom-based Interventions Across Subject Areas: Research to Understand What Works in Education
by Gabriel J. Stylianides Ann ChildsClassroom-based Interventions Across Subject Areas explores cutting-edge educational research that has real potential to support the improvement of classroom practice. Written by expert researchers and practitioners, it provides empirically tested and theory-based approaches that practitioners can use to improve learning in classroom settings. This edited volume provides examples of classroom-based interventions in English, mathematics, science, languages, history, and geography. Taking as its basis research which has been conducted in actual classrooms with close collaboration between researchers and practitioners, this text will help researchers and practitioners understand how and why interventions can be successful or not. The text further considers the broad theoretical and practical issues that derive from intervention studies, including the nature of collaboration between researchers and teachers and ways of adapting effective classroom-based interventions for use in different contexts. Offering insight into the methodology behind successful classroom-based interventions, this text will be essential reading for students of education, trainee teachers, and all those concerned with how educational research can impact on teaching and learning.
Classroom-based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy (Educational Linguistics #46)
by Olcay Sert Silvia Kunitz Numa MarkeeThis book presents an international range of conversation analytic (CA) studies of classroom interaction which all discuss their empirical findings in terms of their theoretical and methodological contribution to the field of second language studies and their potential pedagogical relevance. The volume is thus unique in its focus on the theoretical and practical insights of CA classroom-based research and on the impact that such insights might have at the pedagogical level, from teaching to testing to teacher education. Given the growing interest in the pedagogical applicability of CA research, this book is a timely addition to the existing literature.
Classroom Authority: Theory, Research, and Practice
by Judith L. Pace Annette HemmingsThis book describes and analyzes authority relationships in classrooms through explorations of theory, prior research, and contemporary qualitative studies. The emphasis is on the social construction of authority and the crucial role authority plays in K-16 teachers' pedagogy and students' academic engagement and achievement.The introductory chapter grounds the reader in social theory on authority; presents groundbreaking qualitative studies of classroom authority; describes ideological debates over authority in schools; and discusses implications for research, practice, and policy. Six field-based qualitative studies illuminate the dynamics of authority across a spectrum of K-12 and college settings. These studies feature a variety of methodologies, theoretical lenses, and interpretive perspectives that the authors use to gather and analyze data. The emphasis in all the chapters is on the nature, negotiation, and implications of authority relations between teachers and students. The epilogue pulls the book together by elucidating new findings and vital themes that expand the reader's vision of what classroom authority means, how it is constructed, and why it is so important.This book seeks to revitalize dialogue and research on classroom authority with attention to the contextual factors that bear on its social construction. It is aimed at teacher educators, scholars, policymakers, students of education, and practitioners who seek empirically based understanding of authority that is inextricably connected to classroom life and ultimately to the larger issues of educational quality and democracy in schools and society.
Classroom Authority: Theory, Research, and Practice
by Judith L. Pace Annette HemmingsThis book describes and analyzes authority relationships in classrooms through explorations of theory, prior research, and contemporary qualitative studies. The emphasis is on the social construction of authority and the crucial role authority plays in K-16 teachers' pedagogy and students' academic engagement and achievement.The introductory chapter grounds the reader in social theory on authority; presents groundbreaking qualitative studies of classroom authority; describes ideological debates over authority in schools; and discusses implications for research, practice, and policy. Six field-based qualitative studies illuminate the dynamics of authority across a spectrum of K-12 and college settings. These studies feature a variety of methodologies, theoretical lenses, and interpretive perspectives that the authors use to gather and analyze data. The emphasis in all the chapters is on the nature, negotiation, and implications of authority relations between teachers and students. The epilogue pulls the book together by elucidating new findings and vital themes that expand the reader's vision of what classroom authority means, how it is constructed, and why it is so important.This book seeks to revitalize dialogue and research on classroom authority with attention to the contextual factors that bear on its social construction. It is aimed at teacher educators, scholars, policymakers, students of education, and practitioners who seek empirically based understanding of authority that is inextricably connected to classroom life and ultimately to the larger issues of educational quality and democracy in schools and society.
Classroom Assessment in Mathematics: Perspectives from Around the Globe (ICME-13 Monographs)
by Denisse R. Thompson Megan Burton Annalisa Cusi David WrightThis book consists of 13 papers developed by participants in the ICME 13 Topic Study Group 40 on Classroom Assessment. The individual papers discuss various aspects of classroom assessment, focusing particularly on formative assessment as assessment for learning, and are grouped into four main sections: Examples of Classroom Assessment in Action, Technology as a Tool for Classroom Assessment, Statistical Models for Formative Assessment, and Engaging Teachers in Formative Assessment. The book opens with a brief discussion of the use of formative assessment as a critical component of the teaching–learning process and concludes with an overview of lessons learned and ideas for future research. It is of interest to classroom teachers, university teacher educators, professional development providers and school supervisors.
Classroom Assessment and Educational Measurement
by Susan M. Brookhart James H. McMillanClassroom Assessment and Educational Measurement explores the ways in which the theory and practice of both educational measurement and the assessment of student learning in classroom settings mutually inform one another. Chapters by assessment and measurement experts consider the nature of classroom assessment information, from student achievement to affective and socio-emotional attributes; how teachers interpret and work with assessment results; and emerging issues in assessment such as digital technologies and diversity/inclusion. This book uniquely considers the limitations of applying large-scale educational measurement theory to classroom assessment and the adaptations necessary to make this transfer useful. Researchers, graduate students, industry professionals, and policymakers will come away with an essential understanding of how the classroom assessment context is essential to broadening contemporary educational measurement perspectives.