Reforming our nation's educational system has created the need for new ways to assess students' performance. The trend among educators, parents, and politicians to accommodate diversity in the student body demands new systems that accurately gauge the progress of students in relation to their peers while allowing for differences in what students know and how they acquire knowledge. This collection of essays addresses the problems—technical, political, and intellectual—of designing such a system.The first section discusses the concepts of learning that underpin different approaches to performance assessment. These essays compare notions of fixed intelligence and developmental learning and outline the need to acknowledge and support diversity in America's classrooms. The second section considers the political issues surrounding assessment systems that have been pilot-tested in Connecticut, Vermont, and Kentucky. The third and final section reviews design possibilities for future systems to assess both aptitude and achievement.

Performance-Based Student Assessment: Challenges and Possibilities (Volume 951) (National Society for the Study of Education Yearbooks)

Education & Teaching

Schools & Teaching

The National Society For The Study Of Ed

This volume shows that the separation of the teaching of reading and writing has been a dominant feature of educational practice at the elementary and secondary levels since colonial times. The editors identify current movements in education that have fostered connections between reading and writing as well as those that tend to push them apart.

The Reading-Writing Connection (National Society for the Study of Education Yearbooks)

Health, Fitness & Dieting

Psychology & Counseling

With American public education caught in a dual crisis—of both its performance and its legitimacy—educational governance has found itself increasingly on trial or under attack. This yearbook examines the sources of both crises and assesses the startling range of reform measures—many of which would, not so long ago, have seemed unthinkable—that are now being adopted. Authors include Jane Hannaway, Kenneth Strike, Tyll van Geel, Paul Hill, Allan Odden, Luvern Cunningham, Michael Kirst, James Cibulka, Jack Jennings, Bruce Cooper, Charles Taylor Kerchner, Frederick Hess, Joseph Cronin, Michael Usdan, Carolyn Herrington, and Frances Fowler.

American Educational Governance on Trial: Change and Challenges (Volume 1021) (National Society for the Study of Education Yearbooks)

This yearbook's focus is the scholarship of interprofessional collaborations—new ways of integrating services that avoid barriers to achievement and enhance both teaching and learning. The authors also examine new professional roles for school- and community-based practitioners and new university roles and partnerships, along with the scholarship that has emerged from such efforts. Contributors include Lee Benson, Ira Harkavy, Robert Crowson, Joy Dryfoos, Hal Lawson, Jacquelyn McCroskey, Jacob Murray, Richard Weissbourd, Jane Quinn, Adriana de Kanter, Jennifer K. Adair, An-Me Chung, and Robert Stonehill. Their essays will prove critical in informing future discussions of integrated services.

Meeting at the Hyphen: Schools-Universities-Communities-Professions in Collaboration for Student Achievement and Well Being (Volume 1022) (National Society for the Study of Education Yearbooks)

Mary M. Brabeck

MARY E. WALSH

Rachel E. Latta

Specialists from Australia, Canada, Europe, the United Kingdom, and the United States present a broad range of perspectives for improving science education in primary and secondary schools. This volume offers educators and researchers a glimpse at what peers from around the world have done to help science students achieve high levels of success. The introduction is a concise account of worldwide reform movements, from modernizations in the 1950s that dramatically improved the teaching of chemistry and physics to such changes in the 1980s as the emphasis on the learning-to-learn approach and the trend toward using social issues as a vehicle for teaching science. The nine essays survey topics that include teaching inquiry skills and other techniques to foster a joy of science; creating an understanding of real-world applications of science; managing course instruction with computers; encouraging teachers to adopt new styles of teaching; cross-national comparisons of science achievement; and the differences between boys and girls in attitude, learning, and degree of participation.

Improving Science Education: International Perspectives (Series on Contemporary Educational Issues)

Science & Math

Science for Kids

This volume explores how technology will help shape the future of American education. Rather than focusing on specific technologies, these essays consider the broad impact of technology on educational philosophy, education policy, and the social context of education. Guiding this volume is the conviction that advances in technology do not necessarily translate into improvements in education even as the basic structure of teaching programs must be changed to fully exploit the educational uses of technology. The contributors argue that technology should be distributed throughout the educational system, not just in wealthy districts; they examine the impact of communications technologies on relationships between teachers and students, parents and children, and men and women; they consider the ways in which new technologies change the dynamics of learning and teaching; and they show how teachers and administrators can tailor technology-based programs to the particular needs of their school or district.

Technology and the Future of Schooling in America (Volume 952) (National Society for the Study of Education Yearbooks)

Technology

These eleven essays are a timely response by an international set of authorities to the deepening interest in research comparing educational systems from countries around the world. The contributors chronicle the substantial growth and changing focus of comparative education, offer criticism of this type of research, and describe recent developments in education worldwide. Topics include a profile of the International Association for the Evaluation of Educational Achievement and a summary of the organization’s key findings; the impact of international agencies like the World Bank on the reconstruction of schooling in Africa; the effects of social upheaval on education in Russia; the expansion of secondary education and independent schools in the new Czech Republic; the removal of vestiges of Communism from civic education in Romania; new forms of teacher training in Israel and China; and reforms in the entrance examination process in Japan. The contributors are scholars at universities in Australia, China, Europe, Israel, and the United States, a Romanian school inspector, and a research pyschologist from the United States.

Ferment in Education: A Look Abroad (Series on Contemporary Educational Issues)

The Construction of Children's Character presents a comprehensive and critical assessment of contemporary character education theory and practice from a variety of perspectives—historical, cultural, philosophical, psychological, empirical, political, and ethical. The idea that character education should be an important element in the curriculum of public schools is controversial. Critics reject the idea that schools should be involved in teaching values. Proponents often disagree among themselves—some detailing the proper values students should be taught, others arguing that character development must be part of a larger process of constructing an ethical community in the schools. The contributors to this volume bring a breadth of perspectives, experience, and approaches to the problem of assessing contemporary character education.

The Construction of Children's Character (Volume 962) (National Society for the Study of Education Yearbooks)

The Teaching of Writing (National Society for the Study of Education Yearbooks)

Reference

Writing, Research & Publishing Guides

The Eighty-Fourth Yearbook of the National Society for the Study of Education, Part II

Learning and Teaching the Ways of Knowing (Volume 842) (National Society for the Study of Education Yearbooks)

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Books by The National Society For The Study Of Ed