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.