| Edition |
First edition. |
| Description |
1 online resource (xiii, 177 pages). |
| Series |
Psychology in the classroom |
|
Psychology in the classroom.
|
| Bibliography |
Includes bibliographical references (pages 169-175). |
| Summary |
We hope this book motivates teachers and parents to reflect on their own ideas about education and to encourage greater self-assessment in their children through deeper engagement with meaningful learning in classrooms. We describe a rich variety of possible activities to provoke students' review of their work, analyses of their motivation, appraisal of their learning strategies, and collaboration with others. The teachers in our projects [tried] new assessment practices and we encourage others to take the same calculated risks. /// The book tells success stories of teachers who implemented literacy portfolios in their classrooms and observed many positive consequences. . . . We tried to capture compelling examples of teachers and students working together . . . to illustrate the power that new approaches to assessment can have on the psychological dynamics in classrooms. (PsycINFO Database Record (c) 2004 APA, all rights reserved). |
| Note |
Description based on print version record. |
| Form |
Also issued in print. |
| Issued By |
Made available through: American Psychological Association's PsyBooks Collection. |
| Note |
GMD: electronic resource. |
| Subject |
Portfolios in education.
|
|
Language arts (Elementary)
|
|
Education, Elementary -- Parent participation.
|
|
Students -- Self-rating of.
|
|
Educational Measurement.
|
| Added Author |
Ayres, Linda R.
|
|
American Psychological Association.
|
| Other Form: |
Paris, Scott G., 1946- Becoming reflective students and teachers (DLC) 94012481 (OCoLC)30437467 |
|
