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This book presents the results of a four-year, National Science
Foundation-funded project that engaged nine high school biology
teachers at three public high schools in long-term, on-site
professional development program centered on a learning
progression. It explores the influence of teacher participation in
this professional development experience on their learning about
student thinking, formative assessment task design, classroom
practices, and student learning. Taking an in-depth look at the
multiple sources of data gathered as part of the study, this volume
reflects on the emergence of professional communities focused on
formative assessment design and enactments and associations between
teacher participation in learning progression-centered professional
development and student learning.
This book presents the results of a four-year, National Science
Foundation-funded project that engaged nine high school biology
teachers at three public high schools in long-term, on-site
professional development program centered on a learning
progression. It explores the influence of teacher participation in
this professional development experience on their learning about
student thinking, formative assessment task design, classroom
practices, and student learning. Taking an in-depth look at the
multiple sources of data gathered as part of the study, this volume
reflects on the emergence of professional communities focused on
formative assessment design and enactments and associations between
teacher participation in learning progression-centered professional
development and student learning.
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