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The Role of Research in Teachers' Work
47,90 CHF *
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In the debate regarding what constitutes teachers' work, academics and bureaucrats continue to speak for teachers, with teachers' voices rarely heard and not accorded equal recognition. The Role of Research in Teachers' Work addresses this imbalance by privileging teachers' voices as they narrate their experiences of engaging in systematic inquiry. The book embeds the teacher narratives within the scholarly debates about the nature of knowledge and the nature of professional practice. Scanlon examines the knowledge teachers create through their research and how that knowledge is perceived by others within the school community. This book can be read as a companion volume to Scanlon's 2015 Routledge publication My School, or as a standalone exploration of teachers' own narratives of engaging in action research. Together, these two books are unique in contemporary writing on schools, representing one of the only comprehensive longitudinal studies of a low socioeconomic secondary school from the perspective of those who learn and teach therein. This book enables teachers to be part of the scholarly conversation about their work and the place of research in that work. As such, it should be essential reading for academics, teacher educators and postgraduates in the field of education. It should also be of interest to policymakers and teachers.

Anbieter: Orell Fuessli CH
Stand: 23.02.2020
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Rearticulating Writing Assessment for Teaching ...
25,99 € *
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Brian Huot's aim for this book is both ambitious and provocative. He wants to reorient composition studies' view of writing assessment. To accomplish this, he not only has to inspire the field to perceive assessment -- generally not the most appreciated area of study -- as deeply significant to theory and pedagogy, he also has to counter some common misconceptions about the history of assessment in writing. In [Re)Articulating Writing Assessment, Huot advocates a new understanding, a more optimistic and productive one than we have seen in composition for a very long time. Assessment, as Huot points out, defines what is valued by a teacher or a society. What isn't valued isn't assessed; it tends to disappear from the curriculum. The dark side of this truth is what many teachers find troubling about large scale assessments, as standardized tests don't grant attention or merit to all they should. Instead, assessment has been used as an interested social mechanism for reinscribing current power relations and class systems. Reciprocally, Huot reminds us, one can use assessment to bring the attention of the curriculum to what we want it to value. It's his intention to (re)articulate writing assessment as a positive, important aspect of designing, administrating and theorizing writing instruction -- in a sense, returning it to its roots in early conceptions of assessment as progressive social action. 'An agenda for assessment that recognizes it as an important element for social action allows us to guard against over-privileging the values, gestures and customs of certain groups, and provides assessment with the potential to become an agent for progressive social change that highlightsthe improvement of educational environments and opportunities for all students.' A well-reasoned, provocative discourse on basic conceptions in the field, this book will be of significant value to scholars in writing and assessment, to writing program administrators, to re

Anbieter: Thalia AT
Stand: 23.02.2020
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The Role of Research in Teachers' Work
39,99 € *
ggf. zzgl. Versand

In the debate regarding what constitutes teachers' work, academics and bureaucrats continue to speak for teachers, with teachers' voices rarely heard and not accorded equal recognition. The Role of Research in Teachers' Work addresses this imbalance by privileging teachers' voices as they narrate their experiences of engaging in systematic inquiry. The book embeds the teacher narratives within the scholarly debates about the nature of knowledge and the nature of professional practice. Scanlon examines the knowledge teachers create through their research and how that knowledge is perceived by others within the school community. This book can be read as a companion volume to Scanlon's 2015 Routledge publication My School, or as a standalone exploration of teachers' own narratives of engaging in action research. Together, these two books are unique in contemporary writing on schools, representing one of the only comprehensive longitudinal studies of a low socioeconomic secondary school from the perspective of those who learn and teach therein. This book enables teachers to be part of the scholarly conversation about their work and the place of research in that work. As such, it should be essential reading for academics, teacher educators and postgraduates in the field of education. It should also be of interest to policymakers and teachers.

Anbieter: Thalia AT
Stand: 23.02.2020
Zum Angebot