Literaturnachweis - Detailanzeige
Autor/in | Lyon, Edward G. |
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Titel | What about Language while Equitably Assessing Science?: Case Studies of Preservice Teachers' Evolving Expertise |
Quelle | In: Teaching and Teacher Education: An International Journal of Research and Studies, 32 (2013), S.1-11 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0742-051X |
DOI | 10.1016/j.tate.2012.12.006 |
Schlagwörter | Preservice Teachers; Practicums; Case Studies; Qualitative Research; Interviews; Surveys; Observation; Secondary School Science; Student Evaluation; Language Minorities; Evaluation Criteria; Science Tests; Science Teachers; Expertise; Language Role; Preservice Teacher Education Practicum; Praktikum; Praktika; Case study; Fallstudie; Case Study; Qualitative Forschung; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Beobachtung; Schulnote; Studentische Bewertung; Sprachminderheit; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Expert appraisal; Lehramtsstudiengang; Lehrerausbildung |
Abstract | The three case studies, drawing on qualitative analysis of surveys, interviews, program artifacts, and classroom observation, describe secondary science preservice teachers' evolving expertise at providing opportunities for linguistically diverse students to learn and demonstrate what they have learned (i.e., equitable assessment). The teachers became more knowledgeable about the role of language in assessment and incorporated scientific discourse while assessing in their teaching practicum. Yet, two tensions emerged, which inform the preparation of future science teachers: (a) should language demands of science assessment be reduced or scaffolded and (b) should language use in science as well as scientific understanding be assessed? (Contains 2 tables.) (As Provided). |
Anmerkungen | Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |