Christopher DeLuca – författare

Given the academic benefits of assessment-driven teaching, and the growing accountability context of educational systems around the world, there is a rapidly developing need to educate teachers in effectively using assessments to promote, monitor, and report on student learning. However, assessment has historically been a neglected area in teacher education programmes, and empirical research has consistently shown assessment as an area of challenge for many teachers. While there is an increased focus across teacher education and professional literature on enhancing the assessment capacity of educators, there remains little empirical research on innovative and data-based strategies to effectively achieve this goal. The purpose of this text is to consolidate existing research on assessment education and to provoke innovative and effective approaches to educating teachers and teachers-in-training about assessment. Given the dearth of relevant research, this text also considers the matter of retention and extension of initial assessment learning into teaching careers. Combined, the articles in this text provide a foundation for novel thinking about developing teachers’ assessment capacity from pre-service to in-service contexts. This book was originally published as a special issue of Assessment in Education.

Offering an accessible entry into curriculum theory, this book defines and contextualizes key concepts for novice and experienced students. Leading scholars in curriculum studies provide short anchor texts that introduce, define, and situate contemporary curriculum theory constructs. Each anchor text is followed by two concise, creative keyword responses that demonstrate varied perspectives and connections, allowing readers to reflect on and engage with the personal relevance of these fundamental concepts.Useful to instructors and scholars alike, this book explains keyword writing as a teaching and learning strategy and invites readers to enter the complicated conversations of contemporary curriculum theory through their own creative, personal responses. Featuring wide-ranging, nuanced, and varied commentary on major relevant themes, as well as discussion questions for students, this book is an essential text for doctoral and masters-level courses in curriculum studies.

Offering an accessible entry into curriculum theory, this book defines and contextualizes key concepts for novice and experienced students. Leading scholars in curriculum studies provide short anchor texts that introduce, define, and situate contemporary curriculum theory constructs. Each anchor text is followed by two concise, creative keyword responses that demonstrate varied perspectives and connections, allowing readers to reflect on and engage with the personal relevance of these fundamental concepts.Useful to instructors and scholars alike, this book explains keyword writing as a teaching and learning strategy and invites readers to enter the complicated conversations of contemporary curriculum theory through their own creative, personal responses. Featuring wide-ranging, nuanced, and varied commentary on major relevant themes, as well as discussion questions for students, this book is an essential text for doctoral and masters-level courses in curriculum studies.

Given the academic benefits of assessment-driven teaching, and the growing accountability context of educational systems around the world, there is a rapidly developing need to educate teachers in effectively using assessments to promote, monitor, and report on student learning. However, assessment has historically been a neglected area in teacher education programmes, and empirical research has consistently shown assessment as an area of challenge for many teachers. While there is an increased focus across teacher education and professional literature on enhancing the assessment capacity of educators, there remains little empirical research on innovative and data-based strategies to effectively achieve this goal. The purpose of this text is to consolidate existing research on assessment education and to provoke innovative and effective approaches to educating teachers and teachers-in-training about assessment. Given the dearth of relevant research, this text also considers the matter of retention and extension of initial assessment learning into teaching careers. Combined, the articles in this text provide a foundation for novel thinking about developing teachers’ assessment capacity from pre-service to in-service contexts. This book was originally published as a special issue of Assessment in Education.

A go-to resource for the PhD journey, The Prosperous PhD sets doctoral students on a path of healthy progress that helps them avoid the all-too-familiar pitfalls of program burnout and withdrawal.With over 140 pieces of insightful wisdom from expert supervisors representing 45 institutions across eight countries, this book provides diverse perspectives to address themes of “Fostering Relationships,” Seeking Balance,” and “Focusing on Growth,” among others. The advice points to attainable goals for any graduate student with concrete strategies to help achieve them. These lessons are taken a step further through dozens of detailed exercises that help graduate students apply the book’s principles and better their lives.The Prosperous PhD encompasses the gamut of graduate student experiences, tribulations, dilemmas, and decisions – from choosing a supervisor and a topic to writing up a dissertation to finding life balance, navigating departmental politics, and becoming an autonomous, happy researcher. Readers can study the book from start to finish to gain a holistic picture of the doctoral journey or select individual chapters to find the perfect piece of advice for their particular stage or challenge.Created by a team with extensive experience on both sides of the doctoral journey – as PhD students and supervisors – this book is a student-friendly, practical guide that will propel readers towards a more prosperous PhD.

A go-to resource for the PhD journey, The Prosperous PhD sets doctoral students on a path of healthy progress that helps them avoid the all-too-familiar pitfalls of program burnout and withdrawal.With over 140 pieces of insightful wisdom from expert supervisors representing 45 institutions across eight countries, this book provides diverse perspectives to address themes of “Fostering Relationships,” Seeking Balance,” and “Focusing on Growth,” among others. The advice points to attainable goals for any graduate student with concrete strategies to help achieve them. These lessons are taken a step further through dozens of detailed exercises that help graduate students apply the book’s principles and better their lives.The Prosperous PhD encompasses the gamut of graduate student experiences, tribulations, dilemmas, and decisions – from choosing a supervisor and a topic to writing up a dissertation to finding life balance, navigating departmental politics, and becoming an autonomous, happy researcher. Readers can study the book from start to finish to gain a holistic picture of the doctoral journey or select individual chapters to find the perfect piece of advice for their particular stage or challenge.Created by a team with extensive experience on both sides of the doctoral journey – as PhD students and supervisors – this book is a student-friendly, practical guide that will propel readers towards a more prosperous PhD.

This book presents a new framework for how teachers develop their assessment capacity, based on a multi-year study conducted in four countries—Australia, Canada, England, and New Zealand—which focused on student-teacher learning in assessment throughout their initial teacher education programs.

This book presents a new framework for how teachers develop their assessment capacity, based on a multi-year study conducted in four countries—Australia, Canada, England, and New Zealand—which focused on student-teacher learning in assessment throughout their initial teacher education programs.