Learners, Learning & Assessment. Learning, Curriculum and Assessment Series.

Sonst. Personen	Murphy, Patricia (Hrsg.)
Institution	Open Univ., Milton Keynes (England).
Titel	Learners, Learning & Assessment. Learning, Curriculum and Assessment Series.
Quelle	(1999), (365 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-85396-424-7
Schlagwörter	Curriculum Development; Educational Assessment; Educational Psychology; Educational Research; Elementary Secondary Education; Foreign Countries; Learning; School Restructuring; Test Use + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Education; assessment; Bewertungssystem; Erziehungspsychologie; Pädagogische Psychologie; Bildungsforschung; Pädagogische Forschung; Ausland; Lernen; Schulreformplan; Schulumwandlung; Testanwendung
Abstract	Selections in this reader explore some current and influential thinking about learning and assessment. It provides a theoretical framework for considering past and current developments in research into the mind and learning. The chapters are: (1) "On Becoming Labeled--the Story of Adam" (R.P. McDermott); (2) "Reconstructing Educational Psychology" (Eric Bredo); (3) "Is Everyone Musical?" (John A. Sloboda, Jane W. Davidson, and Michael J.A. Howe); (4) "Making Up the Mind" (Oliver Sacks); (5) "Cognitive Development through Social Interaction: Vygotsky and Piaget" (Barbara Rogoff); (6) "Legitimate Peripheral Participation" (Jean Lave and Etienne Wenger); (7) "Assessment in Context" (Howard Gardner); (8) "Assessment, Learning Theories and Testing Systems" (Paul Black); (9) "Where Is the Mind?" (Paul Cobb); (10) "Problem Solving as a Basis for Reform in Curriculum and Instruction: The Case of Mathematics" (James Hiebert, Thomas P. Carpenter, Elizabeth Fennema, Karen Fuson, Piet Human, Hanlie Murray, Alwyn Olivier, and Diana Wearne); (11) "Assessment Issues in a Performance-Based Subject: A Case Study of Physical Education" (Doune Macdonald and Ross Brooker); (12) "Outcomes, Competencies and Trainee-Centered Learning: The Gap between Rhetoric and Reality" (Alison Wolf); (13) "Situated Learning and Transfer: Implications for Teaching" (Hans Gruber, Lai-Chong Law, Heinz Mandl, and Alexander Renkl); (14) "When Is Experiential Learning Not Experiential Learning?" (Mike Wallace); (15) "Design of MIST--a System To Help Students Develop Metacognition" (Sadhana Puntambekar and Benedict du Boulay); (16) "Supporting Collaborative Learning: A Gender Dimension" (Patricia Murphy); (17) "The Validity and Reliability of Assessments and Self-Assessments of Work-Based Learning" (Yves Benett); (18) "Cultural Bridging and Children's Learning" (Kathy Stredder with case study material by Karen Emmott and Chris Carpenter); (19) "Anyone for Tennis? Social Class Differences in Children's Responses to National Curriculum Mathematics Testing" (Barry Cooper and Mairead Dunne); and (20) "Securing Conceptual Development in Workplaces" (Stephen Billett and Judy Rose). Each chapter contains references. (Contains 12 tables and 15 figures.) (SLD)
Anmerkungen	Sage Publications Inc., 2455 Teller road, Thousand Oaks, CA 91320 (paperback: ISBN-1-85396-424-7, $25.95; clothbound: ISBN-1-85396-425-5, $80.95). Tel: 805-499-0721..
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01