Assessment, Equity, and Opportunity to Learn (Learning in Doing: Social, Cognitive and Computational Perspectives)
ISBN-13:
9780521880459
ISBN-10:
0521880459
Edition:
1
Author:
James Paul Gee, Pamela A. Moss, Diana C. Pullin, Edward H. Haertel, Lauren Jones Young
Publication date:
2008
Publisher:
Cambridge University Press
Format:
Hardcover
384 pages
Category:
Psychology & Counseling
,
Psychiatry
,
Psychology
,
General
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Book details
ISBN-13:
9780521880459
ISBN-10:
0521880459
Edition:
1
Author:
James Paul Gee, Pamela A. Moss, Diana C. Pullin, Edward H. Haertel, Lauren Jones Young
Publication date:
2008
Publisher:
Cambridge University Press
Format:
Hardcover
384 pages
Category:
Psychology & Counseling
,
Psychiatry
,
Psychology
,
General
Summary
Assessment, Equity, and Opportunity to Learn (Learning in Doing: Social, Cognitive and Computational Perspectives) (ISBN-13: 9780521880459 and ISBN-10: 0521880459), written by authors
James Paul Gee, Pamela A. Moss, Diana C. Pullin, Edward H. Haertel, Lauren Jones Young, was published by Cambridge University Press in 2008.
With an overall rating of 3.6 stars, it's a notable title among other
Psychology & Counseling
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Description
Providing all students with a fair opportunity to learn (OTL) is perhaps the most pressing issue facing U.S. education. Moving beyond conventional notions of OTL - as access to content, often content tested; access to resources; or access to instructional processes - the authors reconceptualize OTL in terms of interaction among learners and elements of their learning environments. Drawing on sociocultural, sociological, psychometric, and legal perspectives, this book provides historical critique, theory and principles, and concrete examples of practice through which learning, teaching, and assessment can be re-envisioned to support fair OTL for all students. This book offers educators, researchers, and policy analysts new to sociocultural perspectives a readable and engaging introduction to fresh ideas for conceptualizing, enhancing, and assessing OTL; encourages those who already draw on sociocultural resources to focus attention on OTL and assessment; and nurtures collaboration among members of discourse communities who have rarely engaged one another's work.
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