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Featuring contributions from some of today's leading educators, this resource provides a range of practical, replicable processes for collaboratively examining student work, including writing samples, visual work, portfolios, and exhibitions. This uniquely practical text presents vivid descriptions of teachers engaged in collaborative processes in actual school settings, from early elementary through high school. Reporting on the work of several of the most important school change networks and institutes--and incorporating the perspectives of education researchers, teacher educators, administrators, and teachers--this volume builds a powerful argument for refocusing professional development on the collaborative and reflective examination of authentic student work, rather than relying on representations of student learning such as test scores and grades.

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CHOICE Review

In his foreword, Howard Gardner asserts that this work, from the "Series on School Reform," is important in "helping precollegiate educators to become respected professionals in this country and helping their students to achieve and exhibit genuine understanding." The subtitle says it all. Allen (Brown Univ.) divides the work into three parts: "Describing Children's Work," "Protocols for Examining Students' Work," and "Contexts That Work." Each chapter relates specific examples of examining student work, regardless of grade level, in order to understand how students learn and to aid them in improving their own learning strategies and abilities. In most instances, the examination of student work goes beyond the individual classroom and even beyond the school building--parents and colleagues from other schools are involved in the process. Individual authors offer concrete examples and strategies for the "professionalization" of teaching, suggesting that teachers in training be prepared through "intensive practice with tailored feedback." Furthermore, as Gardner suggests, this same process that has been modeled in teacher preparation can be used as teachers in classrooms prepare their students to "become productive adult workers, thinkers, and members of their community." An important book for teachers and teacher educators; upper-division undergraduates and above. B. L. Nourie; Illinois State University

Notas de autor provistas por Syndetics

David Allen is an education researcher. He has worked for the Annenberg Institute for School Reform and the Coalition of Essential Schools, both at Brown University.