Jamal Abedi – författare
Extraordinary Pedagogies for Working Within School Settings Serving Nondominant Students
2 185 kr
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Review of Research in Education (Volume 37) explores the extraordinary pedagogies that teachers and educators have developed in recent years to address the needs of nondominant students and families served by public schools and institutions of higher learning. In this volume, extraordinary pedagogies are shown not to be about “best practices” or the most effective teaching methods for teaching to the learners’ needs, but rather to bring attention to how poverty, race, social class, and language interact with local practices in teaching and learning, and in the everyday lives of families, educators, children, and youth. By examining these broader sociocultural issues, this volume challenges recent attempts to refocus attention on learning outcomes without considering these larger issues. Transforming schooling is possible – but it requires extraordinary pedagogies.
Teacher Assessment and the Assessment of Students with Diverse Learning Needs
Review of Research in Education
1 128 kr
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Teacher Assessment and the Assessment of Students With Diverse Learning Needs
Edited by Jamal Abedi and Christian J. Faltis, both at University of California, Davis
Assessments play an integral role in instruction, placement, promotion and efforts to ensure that students and teachers receive the support they need for success. At the same time, serious consequences can result if assessments are not constructed and used properly. If, for any reason, the assessment report results are not dependable due to unreliable or invalid tests, this can jeopardize the very population they were intended to serve. In Review of Research in Education (Volume 39), the authors bring awareness to specific considerations necessary in the use of high-stakes assessments, shed light on the decisions made based on the results of assessments and explore the implications of using high-stakes assessments for students with diverse learning needs. As the nation moves toward the development and implementation of a new generation of assessments, attention to teacher assessment and the assessment of students with diverse learning needs is of paramount importance.