de-testing and de-grading schools. Authentic Alternatives to Accountability and Standardization. Counterpoints. Studies in the Postmodern Theory of Education 492.

Bower, Joe and P.L. Thomas (Eds.):

ISBN 10: 1433130580 / ISBN 13: 9781433130588

Verlag: Bern: Lang, 2016

Beschreibung

VIII, 305 S. NCLB's Lost Decade for Educational Progress: What Can We Learn from This Policy Failure? Lisa Guisbond with Monty Neill and Bob Schaeffer -- Assessment and Quality: Policy-Steering and the Making of a Deus ex Machina. Fernando F. Padró, Michael F. Hawke, and Laurie M. Hawke -- Technocratic Groupthink Inflates theTesting Bubble. Anthony Cody -- America's Obsessive-Assessment Disorder. Lawrence Baines and Rhonda Goolsby-Smith -- Solidarity and Critical Dialogue: Interrupting the Degradation of Teacher Preparation. Julie A. Gorlewski and David A. Gorlewski -- Feeding the World = Reading the World: Let Them Eat Tests. Morna McDermott -- Chapter Seven: Bubble in B for Boredom. Richard Mora -- Reconciling Student Outcomes and Community. Self-Reliance in Modern School Reform Contexts. Brian R. Beabout and Andre M. Perry -- Role of Assessment in Empowering/Disempowering. Students in the Critical Pedagogy Classroom. David L. Bolton and John M. Elmore -- "How Long Does This Have to Be?": Confronting the Standardization of Writing Instruction with Teachers in National Writing Project Invitational Summer Institutes. Christian Z. Goering -- Telling Time with a Broken Clock: Moving Beyond Standardized Testing. Joe Bower -- The Grading Mousetrap: Narcissism, Abjection, and the Politics of Self-Harm. John L. Hoben -- Leadership Denied: Principal as Compliance Officer. Arnold Dodge, Ruth Powers Silverberg, and Katie Zahedi -- Journey into Ungrading. Hadley J. Ferguson -- An Oath to Stop Degrading Students: A Story of De-grading an Elementary Classroom. Jennifer Magee and Mark Dziedzic -- De-grading Writing Instruction: Closing the "Considerable Gap". P. L. Thomas -- One Week, Many Thoughts. Brian Rhode -- Striving Toward Authentic Teaching for Social Justice: Additional Considerations. Lisa William-White -- Yes, to Be Clear, I Am Anti-testing, Anti-grading. P. L. Thomas. ISBN 9781433130588 Sprache: Englisch Gewicht in Gramm: 428 Revised education. New introdcution by Rick Wormeli.

Bestandsnummer des Verkäufers 1062747

Bibliografische Details

• Titel: de-testing and de-grading schools. Authentic Alternatives to Accountability and Standardization. Counterpoints. Studies in the Postmodern Theory of Education 492.
• Verlag: Bern: Lang
• Erscheinungsjahr: 2016
• Sprache: Englisch
• ISBN-10: 1433130580
• ISBN-13: 9781433130588
• Einband: Originalbroschur.
• Zustand: Wie neu
• Gewicht: 428 Gramm
• Verkäuferkataloge:
  • Pädagogik

Über diesen Titel

Inhaltsangabe

The book explores the historical failure of testing and grading; the theoretical and philosophical arguments against testing and grading; the negative influence of tests and grades on social justice, race, class, and gender; and the role that they play in perpetuating a deficit perspective of children.

Über die Autorin bzw. den Autor

Joe Bower was a teacher in Red Deer, Alberta, Canada. He spent ten years teaching grade eight language arts and science in a middle school, and then served as a special education teacher in a children’s psychiatric assessment unit. View his work at www.joebower.org and @joe_bower.
P. L. Thomas, Professor of Education (Furman University, Greenville, South Carolina), taught high school English in rural South Carolina before moving to teacher education. He is currently a column editor for English Journal (National Council of Teachers of English) and series editor for Critical Literacy Teaching Series: Challenging Authors and Genres. Follow his work at https://radicalscholarship.wordpress.com/ and @plthomasEdD.