| Description |
1 online resource (xv, 364 pages) : illustrations. |
| Physical Medium |
polychrome |
| Description |
text file |
| Series |
Learning in doing: social, cognitive and computational perspectives
|
|
Learning in doing.
|
| Bibliography |
Includes bibliographical references and index. |
| Contents |
Preface / Fritz Moser and Lauren Jones Young -- Introduction / Edward H. Haertel, Pamela A. Moss, Diana C. Pullin, and James Paul Gee -- Assessment through the lens of "opportunity to learn" / Diana C. Pullin and Edward H. Haertel -- A sociological perspective on opportunity to learn and assessment / Hugh Mehan -- A sociocultural perspective on opportunity to learn / James Paul Gee -- Individualizing assessment and opportunity to learn: lessons from the education of students with disabilities / Diana C. Pullin -- Cultural modeling as opportunity to learn: making problem solving explicit in culturally robust classrooms and implications for assessment / Carol D. Lee -- Opportunities to learn in practice and identity / James G. Greeno and Melissa S. Gresalfi -- Game-like learning: an example of situated learning and implications for opportunity to learn / James Paul Gee -- Sociocultural implications for assessment I: classroom assessment / Pamela A. Moss -- Issues of structure and issues of scale in assessment from a situative/sociocultural perspective / Robert J. Mislevy -- Sociocultural implications for assessment II: professional learning, evaluation, and accountability / Pamela A. Moss, Brian J. Girard, and James G. Greeno -- Assessment, equity, and opportunity to learn / Diana C. Pullin. |
| Summary |
Providing all students with a fair opportunity to learn (OTL) is perhaps the most pressing issue facing U.S. education. Moving beyond conventional notions of OTL - as access to content, often content tested; access to resources; or access to instructional processes - the authors reconceptualize OTL in terms of interaction among learners and elements of their learning environments. Drawing on socio-cultural, sociological, psychometric, and legal perspectives, this book provides historical critique, theory and principles, and concrete examples of practice through which learning, teaching, and assessment can be re-envisioned to support fair OTL for all students. It offers educators, researchers, and policy analysts new to socio-cultural perspectives an engaging introduction to fresh ideas for conceptualizing, enhancing, and assessing OTL; encourages those who already draw on socio-cultural resources to focus attention on OTL and assessment; and nurtures collaboration among members of discourse communities who have rarely engaged one another's work. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
Educational sociology -- United States.
|
|
Educational sociology. |
|
United States. |
|
Educational equalization -- United States.
|
|
Educational equalization. |
|
Educational tests and measurements -- Social aspects -- United States.
|
|
Educational tests and measurements -- Social aspects. |
| Genre/Form |
Electronic books.
|
| Added Author |
Moss, Pamela, 1952-
|
| Other Form: |
Print version: Assessment, equity, and opportunity to learn. Cambridge ; New York : Cambridge University Press, 2008 9780521880459 (DLC) 2007036964 (OCoLC)171049624 |
| ISBN |
9781139129510 (electronic book) |
|
1139129511 (electronic book) |
|
9780511504181 |
|
0511504187 |
|
9780511802157 (electronic book) |
|
0511802153 (electronic book) |
|
9780521880459 |
|
0521880459 |
|
9780521706599 |
|
0521706599 |
|
