Classroom Literacy Assessment: Making Sense of What Students Know and Do (Solving Problems in the Teaching of Literacy)

ISBN 10: 1593854382 / ISBN 13: 9781593854386

Editore: The Guilford Press, 2007

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The book is in good condition with all pages and cover intact, including the dust jacket if originally issued. The spine may show light wear. Pages may contain some notes or highlighting, and there might be a "From the library of" label. Boxed set packaging, shrink wrap, or included media like CDs may be missing.

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Dati bibliografici

• Titolo: Classroom Literacy Assessment: Making Sense of What Students Know and Do (Solving Problems in the Teaching of Literacy)
• Editore: The Guilford Press
• Data di pubblicazione: 2007
• Lingua: Inglese
• ISBN 10: 1593854382
• ISBN 13: 9781593854386
• Rilegatura: Brossura
• Condizione: good

Descrizione articolo

Riassunto

Showcasing assessment practices that can help teachers plan effective instruction, this book addresses the real-world complexities of teaching literacy in grades K-8. Leading contributors present trustworthy approaches that examine learning processes as well as learning products, that yield information on how the learning environment can be improved, and that are conducted in the context of authentic reading and writing activities. The volume provides workable, nuts-and-bolts ideas for incorporating assessment into instruction in all major literacy domains and with diverse learners, including students in high-poverty schools and those with special learning needs. It is illustrated throughout with helpful concrete examples.

Informazioni sull?autore

Jeanne R. Paratore, EdD, is Associate Professor of Education at Boston University, where she teaches courses in literacy, language, and cultural studies. From 1989 to 1997 she was an integral member of the Boston University/Chelsea, Massachusetts, Public School Partnership, a comprehensive urban school reform effort, in which she focused her efforts on improving classroom literacy instruction and building strong home-school partnerships. She was a core advisor to Teaching Reading, K-2, A Video Library of Effective Classroom Practices, a project funded by the Annenberg Foundation and produced by WGBH television. At present, Dr. Paratore works with school-based literacy leaders in Lowell, Massachusetts, to support effective instruction in classrooms throughout the city. She has written articles and book chapters about family literacy, classroom grouping practices, and classroom assessment.

Rachel McCormack, EdD, is an Associate Professor of Literacy Education at Roger Williams University in Bristol, Rhode Island. Her research interests include effective strategies for teaching comprehension using flexible grouping. Recent investigations have focused on finding ways to prepare preservice teachers to teach in diverse urban settings. A frequent presenter at national conferences, Rachel has coauthored and coedited several publications with Jeanne Paratore.