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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010305643 | LB3051 J36 2013 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
In the World Library of Educationalists , international experts themselves compile career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, major theoretical and practical contributions - so the world can read them in a single manageable volume, allowing readers to follow the themes of their work and see how it contributes to the development of the field.
Mary James has researched and written on a range of educational subjects which encompass curriculum, pedagogy and assessment in schools, and implications for teachers´ professional development, school leadership and policy frameworks. She has written many books and journals on assessment, particularly assessment for learning and is an expert on teacher learning, curriculum, leadership for learning and educational policy.
Starting with a specially written introduction in which Mary gives an overview of her career and contextualises her selection, the chapters are divided into three parts:
Educational Assessment and Learning Educational Evaluation and Curriculum Development Educational Research and the Improvement of PracticeThrough this book, readers can follow the different strands that Mary James has researched and written about over the last three decades, and clearly see her important contribution to the field of education.
Author Notes
Professor Mary E. James works part-time for the Faculty of Education, University of Cambridge as Associate Director of Research. She is also President of the British Educational Research Association.
Table of Contents
| Part One Educational Evaluation for Innovation and Change |
| 1 School Self-Evaluation for the Improvement of Educational Practice: Some theoretical issues |
| 2 School Self-Evaluation: Patterns of emerging practice |
| 3 HOw Shal we Know Success: Alternative ways of developing criteria for judging the effectiveness of educational programmes, with reference to PSHE |
| 4 Evaluation for Policy: Rhetoric and political reality |
| Part 2 Educational Assessment and Learning |
| 5 Negotiation and Dialogue in Student Assessment by Teachers |
| 6 Assessment for Learning |
| 7 Assessment, Learning and the Improvement of Students |
| 8 Systems for Moderation by Teachers to Enhance the Quality of Assessment |
| 9 Measured Lives: The rise of assessment as the engine of change in English schools |
| 10 Assessment in Harmony with our Understanding of Learning |
| Part Three Educational Research and the Development of Curriculum and Pedagogy |
| 11 Embedding and Spreading Assessment for Learning and Learning How to Learn Ideas and Practices Within and Beyond the Classroom |
| 12 Ten Principles for Effective Pedagogy |
| 13 Lawrence Stenhouse's Process Model of Curriculum Research and Development Revisited |
