Designing performance assessment systems for urban teacher preparation
By: edited by Francine P. Peterman.
Contributors: Peterman, Francine P.
Publisher: L. Erlbaum Associates
Published: 2005
Place of publication: Mahwah, N.J
Language: eng
Number of pages: 199
Subjects: Teachers -- Training of -- United States; Teachers -- Rating of -- United States; Competency-based education -- United States; Education, Urban -- United States
Description: "This volume is particularly relevant for university and school-based teacher educators who help prepare teachers to work in urban schools, and for personnel in state departments of education and other agencies who are responsible for certification and beginning teacher support. Although the focus is on preparing teachers for urban settings, the theoretical and practical foundations and the case studies have broad implications and provide useful insights for anyone involved in developing and using performance assessment systems - teacher educators, university and school administrators, classroom teachers, and educational researchers."--BOOK JACKET
Notes: Includes bibliographical references and indexes.
Table of contents: title: PART I: THEORETICAL FRAMEWORK; title: Learning from experience with performance-based teacher education -- Ken Zeichner; title: Foundations of a sociocultural perspective on teacher performance assessment -- Paul F. Conway, -- Alfredo J. Artiles; title: Design principles for urban teacher assessment systems -- Francine P. Peterman -- PART II: CASE STUDIES; title: "Urban" across institutions: portfolio assessment at Cleveland State University -- Kristein Marquez-Zenkov; title: The assessment of urban teaching in a not-so-urban setting -- Michele Genor; title: Implementing parallel systems of urban teacher performance: assessment in preparation and in practice -- Julie Kalnin ... [et al.]; title: "Whose standards count?": practice-oriented urban teacher preparation -- Micky Cokely, -- Peter C. Murrell, Jr. -- PART III: THEORY INTO SITUATED PRACTICE; title: Context matters: situated assessment practices in urban teaching-- Virginia Navarro.