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Using Standards and High-Stakes Testing for Students: Exploiting Power with Critical Pedagogy (Counterpoints)
Language: English
Published by Peter Lang Inc., International Academic Publishers, 2012
ISBN 10: 1433115557 ISBN 13: 9781433115554
Soft cover. Condition: Very Good.
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Using Standards and High-Stakes Testing for Students: Exploiting Power with Critical Pedagogy (Counterpoints)
Language: English
Published by Peter Lang Inc., International A, 2012
ISBN 10: 1433115557 ISBN 13: 9781433115554
paperback. Condition: Very Good. Connecting readers with great books since 1972! Used books may not include companion materials, and may have some shelf wear or limited writing. We ship orders daily and Customer Service is our top priority!
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Using Standards and High-Stakes Testing for Students: Exploiting Power with Critical Pedagogy
Language: English
Published by Peter Lang Inc., International Academic Publi, 2012
ISBN 10: 1433115557 ISBN 13: 9781433115554
Paperback. Condition: As New. No Jacket. Pages are clean and are not marred by notes or folds of any kind. ~ ThriftBooks: Read More, Spend Less.
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Using Standards and High-Stakes Testing for Students: Exploiting Power with Critical Pedagogy (Counterpoints)
Language: English
Published by Peter Lang Inc., International A, 2012
ISBN 10: 1433115557 ISBN 13: 9781433115554
paperback. Condition: Very Good. Fast Shipping - Safe and Secure 7 days a week!
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Effective or Wise?: Teaching and the Meaning of Professional Dispositions in Education (Counterpoints)
Language: English
Published by Peter Lang Inc., International A, 2014
ISBN 10: 1433121301 ISBN 13: 9781433121302
Paperback. Condition: Good. Connecting readers with great books since 1972! Used textbooks may not include companion materials such as access codes, etc. May have some wear or writing/highlighting. We ship orders daily and Customer Service is our top priority!
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Effective or Wise?: Teaching and the Meaning of Professional Dispositions in Education (Counterpoints)
Language: English
Published by Peter Lang Publishing Inc, 2014
ISBN 10: 143312131X ISBN 13: 9781433121319
Condition: Good. Most items will be dispatched the same or the next working day. A copy that has been read but remains in clean condition. All of the pages are intact and the cover is intact and the spine may show signs of wear. The book may have minor markings which are not specifically mentioned. A few small marks or stains to the page edges/pages.
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Paperback. Condition: As New. No Jacket. Pages are clean and are not marred by notes or folds of any kind. ~ ThriftBooks: Read More, Spend Less.
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Using Standards and High-Stakes Testing for Students : Exploiting Power With Critical Pedagogy
Language: English
Published by Peter Lang Inc., International Academic Publishers, 2012
ISBN 10: 1433115557 ISBN 13: 9781433115554
Condition: New.
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Using Standards and High-Stakes Testing for Students
Language: English
Published by Peter Lang GmbH, Europaischer Verlag der Wissenschaften, 2012
ISBN 10: 1433115557 ISBN 13: 9781433115554
Condition: New. pp. 271.
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Using Standards and High-Stakes Testing for Students
Language: English
Published by Peter Lang GmbH, Europaischer Verlag der Wissenschaften, 2012
ISBN 10: 1433115557 ISBN 13: 9781433115554
Condition: New. pp. 271.
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Using Standards and High-Stakes Testing for Students : Exploiting Power With Critical Pedagogy
Language: English
Published by Peter Lang Inc., International Academic Publishers, 2012
ISBN 10: 1433115557 ISBN 13: 9781433115554
Condition: As New. Unread book in perfect condition.
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Using Standards and High-Stakes Testing for Students
Language: English
Published by Peter Lang Publishing Inc, US, 2012
ISBN 10: 1433115557 ISBN 13: 9781433115554
Seller: Rarewaves.com USA, London, LONDO, United Kingdom
Seller rating 5 out of 5 stars
Paperback. Condition: New. This book has received the AESA (American Educational Studies Association) Critics Choice Award 2012. This book overturns the typical conception of standards, empowering educators by providing concrete examples of how top-down models of assessment can be embraced and used in ways that are consistent with critical pedagogies. Although standards, as broad frameworks for setting learning targets, are not necessarily problematic, when they are operationalized as high-stakes assessments, test-based pedagogies emerge and frequently dominate the curriculum, leaving little room for critical pedagogies. In addition, critics maintain that high-stakes assessments perpetuate current class structures by maintaining skill gaps and controlling ideology, particularly beliefs in individualism, meritocracy, and what counts as knowledge. This book offers readers a deepened awareness of how educators can alleviate the effects of standardization, especially for students in poor and working-class communities. As teachers negotiate their roles in this time of increasing regulation and standardization, it is essential to maintain and model a critical stance toward curriculum and instruction. Educators know why this approach is vital: This book illustrates how to make it happen.
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Using Standards and High-Stakes Testing for Students
Language: English
Published by Peter Lang GmbH, Europaischer Verlag der Wissenschaften, 2012
ISBN 10: 1433115557 ISBN 13: 9781433115554
Condition: New. pp. 271.
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USING STANDARDS AND HIGH-STAKES TESTING FOR STUDENTS: EXPLOITING POWER WITH CRITICAL PEDAG
Language: English
Published by Peter Lang Inc., International Academic Publishers, 2012
ISBN 10: 1433115557 ISBN 13: 9781433115554
Condition: Brand New. New. US edition. Expediting shipping for all USA and Europe orders excluding PO Box. Excellent Customer Service.
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Using Standards and High-Stakes Testing for Students: Exploiting Power with Critical Pedagogy (Counterpoints)
Language: English
Published by Peter Lang Publishing Inc 2012-03-13, 2012
ISBN 10: 1433115557 ISBN 13: 9781433115554
Paperback. Condition: New.
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Using Standards and High-Stakes Testing for Students: Exploiting Power with Critical Pedagogy (Counterpoints)
Language: English
Published by Peter Lang Inc., International Academic Publishers, 2012
ISBN 10: 1433115557 ISBN 13: 9781433115554
Seller: Ria Christie Collections, Uxbridge, United Kingdom
Seller rating 5 out of 5 stars
£ 31.32
£ 11.98 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketCondition: New. In.
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Using Standards and High-Stakes Testing for Students: Exploiting Power with Critical Pedagogy (Counterpoints)
Language: English
Published by Peter Lang Inc., International Academic Publishers, 2012
ISBN 10: 1433115557 ISBN 13: 9781433115554
Brand new book. Fast ship. Please provide full street address as we are not able to ship to P O box address.
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Using Standards and High-Stakes Testing for Students: Exploiting Power with Critical Pedagogy (Counterpoints)
Language: English
Published by Peter Lang Inc., International Academic Publishers, 2012
ISBN 10: 1433115557 ISBN 13: 9781433115554
Condition: New.
-
Using Standards and High-Stakes Testing for Students : Exploiting Power With Critical Pedagogy
Language: English
Published by Peter Lang Inc., International Academic Publishers, 2012
ISBN 10: 1433115557 ISBN 13: 9781433115554
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
Seller rating 5 out of 5 stars
Condition: New.
-
Condition: New.
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Using Standards and High-Stakes Testing for Students : Exploiting Power With Critical Pedagogy
Language: English
Published by Peter Lang Inc., International Academic Publishers, 2012
ISBN 10: 1433115557 ISBN 13: 9781433115554
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
Seller rating 5 out of 5 stars
Condition: As New. Unread book in perfect condition.
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Condition: New.
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Condition: New.
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Condition: New.
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A Case for Change in Teacher Preparation
Seller: Ria Christie Collections, Uxbridge, United Kingdom
Seller rating 5 out of 5 stars
£ 49.30
£ 11.98 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketCondition: New. In.
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Using Standards and High-Stakes Testing for Students
Language: English
Published by Peter Lang, Peter Lang Mär 2012, 2012
ISBN 10: 1433115557 ISBN 13: 9781433115554
Seller: buchversandmimpf2000, Emtmannsberg, BAYE, Germany
Seller rating 5 out of 5 stars
Taschenbuch. Condition: Neu. Neuware -This book has received the AESA (American Educational Studies Association) Critics Choice Award 2012.This book overturns the typical conception of standards, empowering educators by providing concrete examples of how top-down models of assessment can be embraced and used in ways that are consistent with critical pedagogies. Although standards, as broad frameworks for setting learning targets, are not necessarily problematic, when they are operationalized as high-stakes assessments, test-based pedagogies emerge and frequently dominate the curriculum, leaving little room for critical pedagogies. In addition, critics maintain that high-stakes assessments perpetuate current class structures by maintaining skill gaps and controlling ideology, particularly beliefs in individualism, meritocracy, and what counts as knowledge. This book offers readers a deepened awareness of how educators can alleviate the effects of standardization, especially for students in poor and working-class communities. As teachers negotiate their roles in this time of increasing regulation and standardization, it is essential to maintain and model a critical stance toward curriculum and instruction. Educators know why this approach is vital: This book illustrates how to make it happen.Books on Demand GmbH, Überseering 33, 22297 Hamburg 288 pp. Englisch.
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Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book has received the AESA (American Educational Studies Association) Critics Choice Award 2012. This book overturns the typical conception of standards, empowering educators by providing concrete examples of how top-down models of assessment can be embraced and used in ways that are consistent with critical pedagogies. Although standards, as broad frameworks for setting learning targets, are not necessarily problematic, when they are operationalized as high-stakes assessments, test-based pedagogies emerge and frequently dominate the curriculum, leaving little room for critical pedagogies. In addition, critics maintain that high-stakes assessments perpetuate current class structures by maintaining skill gaps and controlling ideology, particularly beliefs in individualism, meritocracy, and what counts as knowledge. This book offers readers a deepened awareness of how educators can alleviate the effects of standardization, especially for students in poor and working-class communities. As teachers negotiate their roles in this time of increasing regulation and standardization, it is essential to maintain and model a critical stance toward curriculum and instruction. Educators know why this approach is vital: This book illustrates how to make it happen.
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Effective or Wise?
Language: English
Published by Peter Lang, Peter Lang Aug 2014, 2014
ISBN 10: 1433121301 ISBN 13: 9781433121302
Seller: buchversandmimpf2000, Emtmannsberg, BAYE, Germany
Seller rating 5 out of 5 stars
Taschenbuch. Condition: Neu. Neuware -In our work as educators, we all aspire to be effective. We also aspire to be wise. If teachers are to represent and advocate for education, we must become the stewards of a discourse that nurtures education¿s possibilities. This book explores how teacher dispositions are defined, developed, cultivated, and assessed. The authors in the volume consider the various and interconnected ways in which educators¿ values, beliefs, attitudes, and behaviors are performed and how these performances affect experiences and practices of learning. This text investigates complex questions, such as: How should teachers be and Who should decide how teachers should be In different ways, all the chapters in this book invite us into the work of reinvigorating educational discourse. The contributors contradict the idea that wisdom is the province of the lone genius who possesses knowledge that is obscure to the majority. Instead, they ask us all to participate in the necessarily collaborative endeavor of discourse stewardship in ¿ as grand as it may sound ¿ the pursuit of wisdom.Books on Demand GmbH, Überseering 33, 22297 Hamburg 286 pp. Englisch.
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Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - In our work as educators, we all aspire to be effective. We also aspire to be wise. If teachers are to represent and advocate for education, we must become the stewards of a discourse that nurtures education's possibilities. This book explores how teacher dispositions are defined, developed, cultivated, and assessed. The authors in the volume consider the various and interconnected ways in which educators' values, beliefs, attitudes, and behaviors are performed and how these performances affect experiences and practices of learning. This text investigates complex questions, such as: How should teachers be and Who should decide how teachers should be In different ways, all the chapters in this book invite us into the work of reinvigorating educational discourse. The contributors contradict the idea that wisdom is the province of the lone genius who possesses knowledge that is obscure to the majority. Instead, they ask us all to participate in the necessarily collaborative endeavor of discourse stewardship in - as grand as it may sound - the pursuit of wisdom.
-
Using Standards and High-Stakes Testing for Students
Language: English
Published by Peter Lang Publishing Inc, US, 2012
ISBN 10: 1433115557 ISBN 13: 9781433115554
Paperback. Condition: New. This book has received the AESA (American Educational Studies Association) Critics Choice Award 2012. This book overturns the typical conception of standards, empowering educators by providing concrete examples of how top-down models of assessment can be embraced and used in ways that are consistent with critical pedagogies. Although standards, as broad frameworks for setting learning targets, are not necessarily problematic, when they are operationalized as high-stakes assessments, test-based pedagogies emerge and frequently dominate the curriculum, leaving little room for critical pedagogies. In addition, critics maintain that high-stakes assessments perpetuate current class structures by maintaining skill gaps and controlling ideology, particularly beliefs in individualism, meritocracy, and what counts as knowledge. This book offers readers a deepened awareness of how educators can alleviate the effects of standardization, especially for students in poor and working-class communities. As teachers negotiate their roles in this time of increasing regulation and standardization, it is essential to maintain and model a critical stance toward curriculum and instruction. Educators know why this approach is vital: This book illustrates how to make it happen.
