Secondary Foreign Language Teachers' Cognitions and Practices Related to Classroom-Based Student Assessment
Başlık:
Secondary Foreign Language Teachers' Cognitions and Practices Related to Classroom-Based Student Assessment
Yazar:
Kaplan, Carolyn Shemwell, author.
ISBN:
9780438096837
Yazar Ek Girişi:
Fiziksel Tanımlama:
1 electronic resource (410 pages)
Genel Not:
Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Advisors: Alan Hirvela Committee members: Francis Troyan; Joe Wheaton.
Özet:
Although assessment research in foreign language (FL) education has increasingly explored approaches to classroom-based assessment, little is known about FL teachers' thinking about assessment (Davison, 2004; Yin, 2010), particularly in U.S. schools. Using a sociocultural framework (Vygotsky, 1978), the purpose of this multiple case study was to examine FL teachers' practices and cognitions (i.e., "the unobservable cognitive dimension of teaching---what teachers know, believe, and think" (Borg, 2003, p. 81)) related to classroom-based assessment. The participants were four high school FL teachers in four distinct school districts in the U.S. Data collection occurred over eight months, and methods included interviews, observations, and analysis of the participants' assessments. Findings show the teachers' assessment practices and cognitions are socially constructed, and shaped by experiential learning, and contextual factors of their schools (e.g., administrative policies, student demographics).
Notlar:
School code: 0168
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Yer Numarası | Demirbaş Numarası | Shelf Location | Lokasyon / Statüsü / İade Tarihi |
---|---|---|---|
XX(696373.1) | 696373-1001 | Proquest E-Tez Koleksiyonu | Arıyor... |
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