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Educational Psychology and Transformational Classrooms uniquely
positions teachers' transformational experiences as central to
understanding and implementing educational psychology research.
Across three well-developed case studies using narrative inquiry
methods, this volume explores moments of significant change,
learning, and evolution in teaching and learning. Each case is
followed by analyses from educational psychologists focusing on the
three central actors in the learning experience-students, teacher,
and context-and is then concluded with case authors' responses to
the analyses provided. Showcasing the holistic experience of
teaching before unpacking it with theory and research, this book
centers classroom life and posits educational psychology as an
ideal and accessible lens for its examination.
As teachers are required to integrate an increasing number of
assessment practices into the classroom, it is crucial that they
have effective routines for organizing and evaluating the generated
data. Managing Classroom Assessment to Enhance Student Learning
introduces pre- and in-service teachers to the major categories of
assessment management and provides empirical and theoretical
support for their effectiveness. In-depth chapters consider
management in the context of assigning and collecting work,
interpreting and organizing assessment results, and providing
students with feedback.
Argues that developments in biomedicine in China should be at the
center of our understanding of biomedicine, not at the periphery
Today China is a major player in advancing the frontiers of
biomedicine, yet previous accounts have examined only whether
medical ideas and institutions created in the West were
successfully transferred to China. This is the firstbook to
demonstrate the role China played in creating a globalized
biomedicine between 1850 and 1950. This was China's "Century of
Humiliation" when imperialist powers dominated China's foreign
policy and economy, forcing it to join global trends that included
limited public health measures in the nineteenth century and
government-sponsored healthcare in the twentieth. These external
pressures, combined with a vast population immiserated by
imperialism and the decline of the Chinese traditional economy,
created extraordinary problems for biomedicine that were both
unique to China and potentially applicable to other developing
nations. In this book, scholars based in China, the United States,
and the United Kingdom make the case that developments in
biomedicine in China such as the discovery of new diseases, the
opening of the medical profession to women, the mass production of
vaccines, and the delivery ofhealthcare to poor rural areas should
be at the center of our understanding of biomedicine, not at the
periphery. CONTRIBUTORS: Daniel Asen, Nicole Barnes, Mary Augusta
Brazelton, Gao Xi , He Xiaolian, Li Shenglan, David Luesink,
William H. Schneider, Shi Yan, Yu Xinzhong, DAVID LUESINK is
Assistant Professor of History at Sacred Heart University. WILLIAM
H. SCHNEIDER is Professor Emeritus of History and Medical
Humanities at Indiana University Purdue University Indianapolis.
ZHANG DAQING is Professor and Director, Institute of Medical
Humanities at Peking University in Beijing.
Educational Psychology and Transformational Classrooms uniquely
positions teachers' transformational experiences as central to
understanding and implementing educational psychology research.
Across three well-developed case studies using narrative inquiry
methods, this volume explores moments of significant change,
learning, and evolution in teaching and learning. Each case is
followed by analyses from educational psychologists focusing on the
three central actors in the learning experience-students, teacher,
and context-and is then concluded with case authors' responses to
the analyses provided. Showcasing the holistic experience of
teaching before unpacking it with theory and research, this book
centers classroom life and posits educational psychology as an
ideal and accessible lens for its examination.
As teachers are required to integrate an increasing number of
assessment practices into the classroom, it is crucial that they
have effective routines for organizing and evaluating the generated
data. Managing Classroom Assessment to Enhance Student Learning
introduces pre- and in-service teachers to the major categories of
assessment management and provides empirical and theoretical
support for their effectiveness. In-depth chapters consider
management in the context of assigning and collecting work,
interpreting and organizing assessment results, and providing
students with feedback.
Cases of Teachers' Data Use addresses applications of student data
beyond theoretical, school-, and district-level examinations by
presenting case studies of teachers' data use in practice. Within
the context of data-driven education reform policies, the authors
examine the effective and ineffective ways that teachers make use
of student data in instruction, evaluation, and planning. Promising
practices, based on the empirical research presented, offer
strategies and routines for sound data use that can be applied in
schools. Chapters written by scholars from diverse methodological
perspectives offer readers multiple lenses to use in considering
issues of data use such that current theoretical assumptions may be
challenged and the field advanced. This uniquely focused yet
comprehensive work is an indispensable resource for researchers and
students interested in classroom assessment and for professionals
looking to support teachers' use of student performance data for
adaptive instruction.
Cases of Teachers' Data Use addresses applications of student data
beyond theoretical, school-, and district-level examinations by
presenting case studies of teachers' data use in practice. Within
the context of data-driven education reform policies, the authors
examine the effective and ineffective ways that teachers make use
of student data in instruction, evaluation, and planning. Promising
practices, based on the empirical research presented, offer
strategies and routines for sound data use that can be applied in
schools. Chapters written by scholars from diverse methodological
perspectives offer readers multiple lenses to use in considering
issues of data use such that current theoretical assumptions may be
challenged and the field advanced. This uniquely focused yet
comprehensive work is an indispensable resource for researchers and
students interested in classroom assessment and for professionals
looking to support teachers' use of student performance data for
adaptive instruction.
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