Time for Action: Stop Teaching to the Test and Start Teaching Skills
Autor Scott D. Wurdingeren Limba Engleză Paperback – 30 noi 2011
| Toate formatele și edițiile | Preț | Express |
|---|---|---|
| Paperback (2) | 206.83 lei 43-57 zile | |
| Bloomsbury Publishing – 30 noi 2011 | 206.83 lei 43-57 zile | |
| University of the West Indies Press – 4 sep 2000 | 257.52 lei 43-57 zile | |
| Hardback (1) | 328.04 lei 43-57 zile | |
| Bloomsbury Publishing – 9 dec 2011 | 328.04 lei 43-57 zile |
Preț: 206.83 lei
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Specificații
ISBN-13: 9781610486613
ISBN-10: 1610486617
Pagini: 110
Ilustrații: black & white line drawings, black & white tables, figures
Dimensiuni: 155 x 232 x 7 mm
Greutate: 0.2 kg
Editura: Bloomsbury Publishing
Colecția R&L Education
Locul publicării:New York, United States
ISBN-10: 1610486617
Pagini: 110
Ilustrații: black & white line drawings, black & white tables, figures
Dimensiuni: 155 x 232 x 7 mm
Greutate: 0.2 kg
Editura: Bloomsbury Publishing
Colecția R&L Education
Locul publicării:New York, United States
Cuprins
Contents
Preface
Chapter One: Time For Action
Chapter Two: Stop High Stakes Standardized Testing and Teaching to the Test
Chapter Three: Moving From Memorization to Life Skills
Chapter Four: Skills, Benchmarks, and Assessments
Chapter Five: Preparing Educators for New School Models
Chapter Six: Final Thoughts
References
Preface
Chapter One: Time For Action
Chapter Two: Stop High Stakes Standardized Testing and Teaching to the Test
Chapter Three: Moving From Memorization to Life Skills
Chapter Four: Skills, Benchmarks, and Assessments
Chapter Five: Preparing Educators for New School Models
Chapter Six: Final Thoughts
References
Recenzii
Wurdinger (Minnesota State Univ.) offers an accessible, commonsense alternative to teaching to the test. His central tenet is simple: students learn the most and at the highest level when they are actively engaged in their own learning. Wurdinger offers an entire chapter on preparing teachers to use hands-on, skills-focused learning through projects, activities, and field experiences. While his arguments are hardly new, Wurdinger offers readers a refreshing antidote to the sterile, creativity-starved 'education reform' texts now on the market. Wurdinger believes that assessment of students should be based on their demonstration of what they have learned, and by demonstrate he does not mean through narrow, paper-and-pencil tests that tend to fixate on the memorization of disconnected and decontextualized facts. Instead, students demonstrate what they have learned-whether it is academic knowledge, or a technical or life skill such as time management-through practice and products. The book is best suited for lay audiences....It is highly recommended for general collections and undergraduate education programs. Summing Up: Highly recommended.
Scott Wurdinger has written a compelling book-a very worthwhile read for both policy makers and practitioners.
Scott Wurdinger's new book hits the proverbial nail on the head. His thoughtful work on testing, disengagement and modern 'schooling' doesn't just re-state the problem but has practiced and proven solutions. He researches examples and ideas that work and he gives us hope by showing us that some of the solutions are already here. His experiential education background (wisdom really) lends well to a changing time that even the most canned curriculum and tightest content standards can't hold back. Innovation is in the air and Wurdinger gives us a peek at what's to come. Read this book and then have a conversation with someone who can really make a difference in a policy, in a school, in a classroom or a community.
Dr. Wurdinger's book provides a passionate look at why we must significantly expand our NCLB driven definition of achievement. He correctly argues that achievement is much more than what standardized tests are addressing. He points out that what is more problematic is the iron grip the tests have on curriculum and instruction and the implications this has on student learning in the 21st century.
This is a polemic in the best sense of that word. Scott Wurdinger has produced a book full of compelling arguments against the current 'teach to the test' mentality. Accessible and entertaining it is sure to provoke energetic debate.
Scott Wurdinger has written a compelling book-a very worthwhile read for both policy makers and practitioners.
Scott Wurdinger's new book hits the proverbial nail on the head. His thoughtful work on testing, disengagement and modern 'schooling' doesn't just re-state the problem but has practiced and proven solutions. He researches examples and ideas that work and he gives us hope by showing us that some of the solutions are already here. His experiential education background (wisdom really) lends well to a changing time that even the most canned curriculum and tightest content standards can't hold back. Innovation is in the air and Wurdinger gives us a peek at what's to come. Read this book and then have a conversation with someone who can really make a difference in a policy, in a school, in a classroom or a community.
Dr. Wurdinger's book provides a passionate look at why we must significantly expand our NCLB driven definition of achievement. He correctly argues that achievement is much more than what standardized tests are addressing. He points out that what is more problematic is the iron grip the tests have on curriculum and instruction and the implications this has on student learning in the 21st century.
This is a polemic in the best sense of that word. Scott Wurdinger has produced a book full of compelling arguments against the current 'teach to the test' mentality. Accessible and entertaining it is sure to provoke energetic debate.