This edited volume brings together the experiences of 20 examination systems from around the world to show how these dynamic entities have adapted over time to the changing context of schooling. The introduction is by Stephen P. Heyneman of Vanderbilt University and formerly from the World Bank. Read More..
Based on Pauline Sameshima's doctoral dissertation, winner of 4 outstanding dissertation awards--the 2007 AERA Arts Based Educational Research Award, the 2007 CSSE ARTS Award, a 2007 CSSE Canadian Association of Teacher Education Award, and the 2007 Ted T. Aoki Award in Curriculum Studies. Read More..
In order to focus on how students may learn best, this pathbreaking book focuses on an examination of individuals, as compared with groups, and of individuals that exhibit some of the outcomes that service-learning claims to promote. Read More..
In this book, Dr. Clay LaCoe examines how teachers view autonomy and whether or not the accountability associated with high stakes testing influences teachers’ perceptions of autonomy. Researchers have tended to view teacher autonomy as a unitary concept. This book will expand the knowledge base by decomposing autonomy and deepening our understanding of how high stakes accountability affects teachers’ perceptions of their own autonomy. Read More..
