Cantitate/Preț
Produs
Total produse
Vezi coșul
Reading Assessment to Promote Equitable Learning: An Empowering Approach for Grades K-5 de Laurie Elish-Piper

Reading Assessment to Promote Equitable Learning: An Empowering Approach for Grades K-5

Autor Laurie Elish-Piper, Mona W. Matthews, Victoria J. Risko
en Limba Engleză Paperback – 21 oct 2022

Observăm în literatura academică dedicată educației o lacună persistentă în ceea ce privește instrumentele de evaluare care să depășească modelele standardizate, adesea insensibile la diversitatea socioculturală și lingvistică a elevilor. Reading Assessment to Promote Equitable Learning vine să umple acest gol, oferind cadrelor didactice din învățământul primar (clasele K-5) un cadru metodologic care transformă evaluarea dintr-un act de control într-un proces de abilitare. Subliniem modul în care autorii Laurie Elish-Piper, Mona W. Matthews și Victoria J. Risko echilibrează rigoarea pedagogică cu sensibilitatea culturală, propunând o viziune holistică asupra lecturii care include atât competențele tehnice, cât și relațiile de încredere.

Volumul reprezintă o alternativă necesară la Assessing Readers de Rona F. Flippo pentru cursurile de metode de evaluare a alfabetizării, cu avantajul unei ancorări explicite în echitatea socială și oferirea unor resurse practice imediate, precum cele 32 de formulare descărcabile. În contextul operei autorilor, lucrarea extinde expertiza acestora dincolo de zona de coaching, vizibilă în The Common Core Coaching Book sau Collaborative Coaching for Disciplinary Literacy, mutând accentul de pe implementarea standardelor pe valorizarea identității elevului.

Structura cărții este organizată progresiv: primele capitole stabilesc urgența reformării sistemului și importanța înțelegerii identității elevilor, în timp ce secțiunile mediane se concentrează pe tehnici specifice pentru înțelegerea textului și abilități fundamentale. Ultimele capitole propun o abordare inovatoare, în care evaluarea este privită ca o „operă” (oeuvre) colectivă a profesorului și elevului, menită să facă progresul vizibil și relevant pentru comunitate. Apreciem în mod deosebit cele 28 de strategii explicate detaliat, care permit aplicarea imediată la clasă a unor concepte teoretice complexe.

Citește tot Restrânge

Preț: 31663 lei

Puncte Express: 475

Carte disponibilă

Livrare economică 11-25 iunie
Livrare express 28 mai-03 iunie pentru 4308 lei

 Adaugă în coș

Wish list
Gift list
Am citit!
Adaugă în listă

Specificații

ISBN-13: 9781462549979
ISBN-10: 1462549977
Pagini: 340
Dimensiuni: 178 x 254 x 20 mm
Greutate: 0.64 kg
Ediția:1
Editura: Guilford Publications
Colecția Guilford Press

De ce să citești această carte

Recomandăm acest volum educatorilor și specialiștilor în alfabetizare care doresc să elimine prejudecățile din procesul de testare. Cititorul câștigă un set complet de instrumente practice — de la formulare reproductibile la strategii de dialog — care transformă evaluarea într-un sprijin real pentru învățare. Este o resursă esențială pentru a asigura că fiecare elev din clasele primare este evaluat corect, indiferent de mediul său lingvistic sau cultural.

Despre autor

Laurie Elish-Piper, Mona W. Matthews și Victoria J. Risko sunt cercetători și practicieni recunoscuți în domeniul alfabetizării și educației echitabile. Laurie Elish-Piper este cunoscută pentru lucrările sale despre parteneriatul școală-familie și coaching-ul educațional. Victoria J. Risko, fostă președintă a International Literacy Association, a dedicat decenii studierii modului în care profesorii pot răspunde nevoilor diverse ale elevilor. Împreună, autorii aduc în acest volum o vastă experiență de teren și o înțelegere profundă a politicilor educaționale, oferind soluții concrete pentru provocările contemporane din sălile de clasă.

Recenzii

"This book issues a resounding call to remove the cloak of invisibility in literacy assessment and foster more informed and equitable instructional practices. Building on their extensive experience and research with children and families, the authors make teachers and students visible, and show what standard assessments fail to tell us. The book features authentic vignettes with roadmaps to guide literacy professionals in implementing assessments in a diversity of school settings across different geographic locations. This is a much-needed resource for empowering students and teachers in today’s schools."--Doris Walker-Dalhouse, PhD, Department of Educational Policy and Leadership, Marquette University

"A child's understanding of reading is about more than decoding--it involves prior experience, linguistic knowledge, agency, interests, and emotions. This book embraces cultural responsiveness in assessment, and is a needed professional development resource and text for all who provide reading instruction. The chapters present research, theory, and procedures for conducting assessments that capture children’s capabilities as well as their needs."--Lesley Mandel Morrow, PhD, Distinguished Professor and Director, Center for Literacy Development, Graduate School of Education, Rutgers, The State University of New Jersey

"Elish-Piper, Matthews, and Risko definitively place assessment back in the hands of teachers and their students. The authors’ strengths-based, humanizing approach to reading assessment puts students’ sense of self and agency first, and respects teachers as professionals and decision makers about what is right for their students. The book is packed with how-to suggestions, theoretical knowledge, and classroom vignettes. Teachers, administrators, and teacher educators will find clear guidance on a full suite of assessments that move beyond standardized measures toward ways to promote deeper engagement and learning. The authors demonstrate their deep understanding of the complex undertaking of assessing each student’s reading identities and abilities.”--Dana A. Robertson, EdD, School of Education, Virginia Tech-

Cuprins

Foreword, H. Richard Milner
1. The Urgency of Now: Addressing Assessment Inequities
2. Understanding Students’ Funds of Identity
3. Building Trusting Relationships: The Linchpin of Productive and Effective Reading Assessment
4. Using Student Talk to Assess Students’ Reading Comprehension
5. Assessing Readers’ Text Comprehension
6. Assessing Constrained Skills within the Big Picture of Reading
7. Using Assessment to Support Students’ Development of Agency
8. Starting with Student Strengths
9. Literacy Assessment as Oeuvre: Teachers and Students Building a Visible Body of Work
References
Index

Descriere scurtă

Many standard reading assessment approaches fail to capture the strengths and needs of students from diverse sociocultural, linguistic, and academic backgrounds. From expert authors, this book guides educators in planning and conducting meaningful, equitable assessments that empower K-5 teachers and students, inform responsive instruction, and help to guard against bias. The book's holistic view of reading encompasses areas from text comprehension and constrained skills to building trusting relationships and promoting students’ agency. Twenty-eight assessment strategies are explained in step-by-step detail, including helpful implementation examples and 32 reproducible forms that teachers can download and print in a convenient 8 1/2" x 11" size.

Notă biografică

Laurie Elish-Piper, PhD, is Dean of the College of Education at Northern Illinois University, where she also holds the titles of Distinguished Engagement Professor and Distinguished Teaching Professor. Dr. Elish-Piper is a past director of the Jerry L. Johns Literacy Clinic. Her scholarship addresses literacy assessment, literacy coaching, family engagement, and supporting struggling readers. She has coauthored 13 books and more than 80 articles and chapters. Dr. Elish-Piper has served in leadership roles in the Association of Literacy Educators and Researchers, the International Literacy Association, and the Illinois Reading Council. Previously she worked as an elementary teacher, a middle school language arts and reading teacher, and an educational therapist.

Mona W. Matthews, PhD, is Professor Emerita in the Department of Early Childhood and Elementary Education at Georgia State University. Dr. Matthews's scholarship, which merges research and theories related to young children’s social, literacy, and individual development, addresses how young children’s social resources (e.g., classmates, teachers, family) influence their literacy development. She has coauthored one previous book and 47 articles and chapters. Dr. Matthews is a past president of the Association of Literacy Educators and Researchers. She previously worked as a preschool teacher, a first-grade teacher, and an educational consultant working with teachers to support their literacy teaching.

Victoria J. Risko, EdD, is Professor Emerita at Vanderbilt University, where she taught in the language, literacy, and culture program within the Department of Teaching and Learning. Her research focuses on teacher education and professional development, teacher reflection, and equity-based multimedia environments that support English learners and readers who are experiencing difficulties. Dr. Risko is a past president of the International Literacy Association and the Association of Literacy Educators and Researchers. She is coauthor of several books and numerous articles and chapters. A recipient of several national and international awards for contributions to research and literacy education, Dr. Risko is a member of the Reading Hall of Fame. She began her career as a first- and fourth-grade teacher.