Teacher Inquiry into Formative Assessment Practices in Remedial Reading Classrooms

Autor/inn/en	Brookhart, Susan M.; Moss, Connie M.; Long, Beverly A.
Titel	Teacher Inquiry into Formative Assessment Practices in Remedial Reading Classrooms
Quelle	In: Assessment in Education: Principles, Policy & Practice, 17 (2010) 1, S.41-58 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
Schlagwörter	Rural Schools; Reading Readiness; Remedial Reading; Formative Evaluation; Intentional Learning; Program Effectiveness; Reading Teachers; Professional Development; Educational Practices; Inquiry; Educational Strategies; Emergent Literacy; Portfolio Assessment; Classroom Techniques + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Reading rate; Reading speed; Lesegeschwindigkeit; Leseförderung; Intentionales Lernen; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Bildungspraxis; Lehrstrategie; Frühleseunterricht; Portfoliobeurteilung; Klassenführung
Abstract	Six remedial reading teachers in a large, rural school district participated in a form of professional development called Teaching as Intentional Learning, based on an inquiry process. Their topic of inquiry was formative assessment. Professional development comprised both direct instruction and inquiry learning in teachers' own classrooms. This study describes the strategies they experimented with, their professional growth in formative assessment, and effects on students. All six teachers showed important professional growth, as indicated by their own reflections and also by their supervisor's observations. In First Grade, at-risk students assigned to these project teachers had increased reading readiness scores on one measure (DIBELS PSF) compared with at-risk students assigned to non-project teachers. (Contains 2 tables, 1 figure and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10