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Books in Education general

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Handbook of Educational Policy

  • 1st Edition
  • April 13, 1999
  • Gregory J. Cizek
  • English
  • eBook
    9 7 8 - 0 - 0 8 - 0 4 8 8 8 9 - 9
The Handbook of Educational Policy provides a comprehensive overview of policy questions in education reform at local, state, and national levels. The book raises controversial questions, such as who really benefits from educational reform, and investigates issues of accountability, assessment, educational fads, technology in education, and other matters of educational policy. The book explores not only what education is, but what it can be and should be, providing a scholarly analysis of policy decisions as well as practical recommendations for parents, teachers, and policy-makers.

Handbook of Classroom Assessment

  • 1st Edition
  • November 19, 1996
  • Gary D. Phye
  • English
  • eBook
    9 7 8 - 0 - 0 8 - 0 5 3 3 0 2 - 5
The Handbook of Classroom Assessment takes a multi-dimensional approach to classroom assessment. A successful combination of theory and practice, the book emphasizes the assessment of classroom learning within content areas and the development of standards for evaluation. Most chapters are devoted to the assessment of learning and achievement and discuss current theories. The book also features assessment of academic self-concept and subjective well-being in children and adolescents. The Handbook provides successfully field-tested examples of assessment techniques and strategies within the content areas of mathematics, social studies, foreign languages, and the visual arts. Contributing chapter authors share the unique distinction of having backgrounds that include both the development of assessment theory and first hand experience translating theory into practice at the classroom, school site, state, or national level. The book is divided into four sections. Section I discusses the top five theories with respect to what learning is, how it's related to achievement, and how we assess both in the classroom setting. Section II on standardized assessment briefly covers all major standardized achievement tests used in preschool, K-6, and 7-12. Assessment of classroom learning, Section III, presents test instruments and techniques specific to the measurement of math skills, social science skills, and artistic talent across ages and grades. Section IV on classroom practices includes an assessment of general reasoning skills and performance and how to develop a grading philosophy.

The Second Handbook on Parent Education

  • 1st Edition
  • November 28, 1988
  • Marvin J. Fine
  • English
  • eBook
    9 7 8 - 0 - 0 8 - 0 9 1 8 2 0 - 4
This book should enhance the reader's understanding of the contemporary scene in parenting education, including effective programming, important issues, and future trends.

The Learning Society Revisited

  • 1st Edition
  • July 24, 1986
  • Torsten Husen
  • English
  • eBook
    9 7 8 - 1 - 4 8 3 2 - 9 6 3 3 - 3
Torsten Husén has brought together in this volume a collection of his own essays, the topics of which reflect his long and distinguished career both as an academic and as a practical researcher. The essays are grouped under six main themes on which he has worked over the years: research and policy making; educational reforms; equality and meritocracy; the impact of education on career; international and comparative dimensions; and present trends and future perspectives. An underlying message running throughout the volume is the importance of examining educational problems from a wide social perspective, rather than solely from the narrow confines of the classroom.

No Limits to Learning

  • 1st Edition
  • October 15, 1979
  • J. W. Botkin + 2 more
  • English
  • eBook
    9 7 8 - 1 - 4 8 3 2 - 9 7 3 3 - 0
This book reconsiders global problems such as energy and the arms race, as well as more recent issues like cultural identity, communications and information. Attention is primarily focused on human problems and potential, rather than on material constraints to growth. The analysis places particular importance on new forms of learning and education, for individuals and especially for society, as indispensable for laying the groundwork to deal with global issues, and for bridging the gap between the complexity and risks of current global issues and our presently inadequately developed capacity to face up to them. This is the first Club of Rome report to authors from socialist and Third World countries as well as from the West