Cet ouvrage porte sur les organismes éducationnels, le pouvoir, et l’autorité dans les écoles, les aspects théoriques et pratiques de la planification de l’éducation, le système éducatif nigerian, le personnel le financement de l’éducation, l’école et la communauté.
50 Techniques for Engaging Students and Assessing Learning in College Courses
Do you want to:
- Know what and how well your students are learning?
- Promote active learning in ways that readily integrate assessment?
- Gather information that can help make grading more systematic and streamlined?
- Efficiently collect solid learning outcomes data for institutional assessment?
- Provide evidence of your teaching effectiveness for promotion and tenure review?
Learning Assessment Techniques provides 50 easy-to-implement active learning techniques that gauge student learning across academic disciplines and learning environments. Using Fink’s Taxonomy of Significant Learning as its organizational framework, it embeds assessment within active learning activities.
Each technique features: purpose and use, key learning goals, step-by-step implementation, online adaptation, analysis and reporting, concrete examples in both on-site and online environments, and key references—all in an easy-to-follow format. The book includes an all-new Learning Goals Inventory, as well as more than 35 customizable assessment rubrics, to help teachers determine significant learning goals and appropriate techniques. Readers will also gain access to downloadable supplements, including a worksheet to guide teachers through the six steps of the Learning Assessment Techniques planning and implementation cycle.
College teachers today are under increased pressure to teach effectively and provide evidence of what, and how well, students are learning. An invaluable asset for college teachers of any subject, Learning Assessment Techniques provides a practical framework for seamlessly integrating teaching, learning, and assessment.
This book brings together for the first time research informing leadership practice in special education from preschool through transition into post-secondary settings. It provides comprehensive coverage of 1) disability policy 2) leadership knowledge, 3) school reform, and 4) effective educational leadership practices. Broader in scope than previous books, it provides in-depth analysis by prominent scholars from across the disciplines of both general and special education leadership. Coverage includes historical roots, policy and legal perspectives, and content supporting collaborative and instructional leadership that support the administration of special education.
Comprehensive – This is the first book to integrate the knowledge bases of special education and educational leadership as these fields impact school improvement and the performance of students with disabilities.
Chapter Structure – Chapters provide a review of the knowledge base as well as recommendations for special education leadership and future research.
Multicultural Focus – Addressing special education leadership within the context of a multicultural society, chapters incorporate content related to the diversity of families, teachers, and students.
Expertise – Chapter authors have made significant contributions to the knowledge base in their specific areas of study such as educational policy, special education law and finance, school reform,, organizational management, and instructional leadership.
This book is a reference volume for scholars, leaders, and policy makers and a textbook for graduate courses in special education, educational administration, and policy studies.