Bhatnagar ruchi (43 résultats)

Etat : good. Befriedigend/Good: Durchschnittlich erhaltenes Buch bzw. Schutzumschlag mit Gebrauchsspuren, aber vollständigen Seiten. / Describes the average WORN book or dust jacket that has all the pages present.

Softcover (perfect bound). Etat : Fine. First Edition. With original colour wrappers. Slight shelf wear to spine, covers and corners.; Contemporary Issues In Accreditation, Assessment, And Program Evaluation Research In Educator Preparation; 15.5x23x1.7cms; 256 pages.

Etat : As New. Unread book in perfect condition.

Etat : new.

Etat : New.

Etat : New. pp. 270.

Etat : New.

Etat : New. pp. 270.

Etat : New.

PF. Etat : New.

Paperback / softback. Etat : New. New copy - Usually dispatched within 4 working days.

Etat : As New. Unread book in perfect condition.

Etat : New. In English.

Etat : New.

HRD. Etat : New. New Book. Shipped from UK. Established seller since 2000.

Etat : new.

Etat : New.

Etat : As New. Unread book in perfect condition.

Hardback. Etat : New. Teacher education has long relied on locally-developed assessments that lack reliability and validity. Rigorous performance-based assessments for preservice teachers have been advanced as one possible way to ensure that all students receive instruction from a high-quality teacher. Recently, performance-based assessments have been developed which focus on the application of knowledge of teaching and learning in a classroom setting. Our book explores factors related to the implementation of teacher performance assessments in varying state and institutional contexts. The contributors, teacher educators from across the country, focus on what was learned from inquiries conducted using diverse methodologies (quantitative, qualitative, self-studies, and mixed methods). Their research encompassed faculty, supervisors, cooperating teachers, and students' perceptions and concerns of teacher performance assessments, case studies of curricular reform and/or resistance, analyses of experiences and needs as a result of the adoption of such assessments, and examinations of the results of program alignment and reform. The chapters showcase experiences which occurred during high-stakes situations, in implementation periods prior to high-stakes adoption, and in contexts where programs adopted performance assessments as an institutional policy rather than as a result of a state-wide mandate.…

Etat : New.

Etat : New.

Etat : New.

Hardback. Etat : New. New copy - Usually dispatched within 4 working days.

Etat : New.

Etat : As New. Unread book in perfect condition.

Taschenbuch. Etat : Neu. Use of Assessments to Inform Teacher Education Policy and Practice | The Complexity of Addressing Multiple Purposes Through the Use of One Assessment System | Ruchi Bhatnagar | Taschenbuch | Englisch | VDM Verlag Dr. Müller | EAN 9783639102406 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.…

Etat : New. In English.

Hardback. Etat : New. Teacher education has long relied on locally-developed assessments that lack reliability and validity. Rigorous performance-based assessments for preservice teachers have been advanced as one possible way to ensure that all students receive instruction from a high-quality teacher. Recently, performance-based assessments have been developed which focus on the application of knowledge of teaching and learning in a classroom setting. Our book explores factors related to the implementation of teacher performance assessments in varying state and institutional contexts. The contributors, teacher educators from across the country, focus on what was learned from inquiries conducted using diverse methodologies (quantitative, qualitative, self-studies, and mixed methods). Their research encompassed faculty, supervisors, cooperating teachers, and students' perceptions and concerns of teacher performance assessments, case studies of curricular reform and/or resistance, analyses of experiences and needs as a result of the adoption of such assessments, and examinations of the results of program alignment and reform. The chapters showcase experiences which occurred during high-stakes situations, in implementation periods prior to high-stakes adoption, and in contexts where programs adopted performance assessments as an institutional policy rather than as a result of a state-wide mandate.…

Etat : New.

Hardback. Etat : New. Teacher education has long relied on locally-developed assessments that lack reliability and validity. Rigorous performance-based assessments for preservice teachers have been advanced as one possible way to ensure that all students receive instruction from a high-quality teacher. Recently, performance-based assessments have been developed which focus on the application of knowledge of teaching and learning in a classroom setting. Our book explores factors related to the implementation of teacher performance assessments in varying state and institutional contexts. The contributors, teacher educators from across the country, focus on what was learned from inquiries conducted using diverse methodologies (quantitative, qualitative, self-studies, and mixed methods). Their research encompassed faculty, supervisors, cooperating teachers, and students' perceptions and concerns of teacher performance assessments, case studies of curricular reform and/or resistance, analyses of experiences and needs as a result of the adoption of such assessments, and examinations of the results of program alignment and reform. The chapters showcase experiences which occurred during high-stakes situations, in implementation periods prior to high-stakes adoption, and in contexts where programs adopted performance assessments as an institutional policy rather than as a result of a state-wide mandate.…