LEADER 04358oam 2200685Mn 450 001 9910783694203321 005 20230617005710.0 010 $a1-135-61364-8 010 $a1-282-32668-6 010 $a9786612326684 010 $a1-4106-1299-6 024 3 $a9781410612991 035 $a(CKB)1000000000244596 035 $a(EBL)237114 035 $a(OCoLC)74905828 035 $a(SSID)ssj0000137431 035 $a(PQKBManifestationID)11160127 035 $a(PQKBTitleCode)TC0000137431 035 $a(PQKBWorkID)10088847 035 $a(PQKB)11656486 035 $a(MiAaPQ)EBC237114 035 $a(Au-PeEL)EBL237114 035 $a(CaPaEBR)ebr10103837 035 $a(CaONFJC)MIL232668 035 $a(OCoLC)742296096 035 $a(OCoLC)1066646110 035 $a(OCoLC-P)1066646110 035 $a(FlBoTFG)9781410612991 035 $a(EXLCZ)991000000000244596 100 $a20051019j20050404 uy 0 101 0 $aeng 135 $aur|n||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDesigning Performance Assessment Systems for Urban Teacher Preparation 210 $aNew York $cRoutledge$dApril 2005$aFlorence $cTaylor & Francis Group [distributor] 215 $a1 online resource (202 p.) 300 $aDescription based upon print version of record. 311 $a0-8058-5384-7 311 $a0-8058-4929-7 320 $aIncludes bibliographical references and indexes. 327 $aContents; Preface; About the Contributors; PART I: THEORETICAL FRAMEWORK; PART II: CASE STUDIES; PART III: THEORY INTO SITUATED PRACTICE; Author Index; Subject Index 330 8 $aAnnotation$bDesigning Performance Assessment Systems for Urban Teacher Preparationpresents an argument for, and invites, critical examination of teacher preparation and assessment practices--in light of both the complexity and demands of urban settings and the theories of learning and learning to teach that guide teacher education practices. This dynamic approach distinguishes the authors' stance on urban teacher assessment as one that can help address social justice issues related to gender, race, socioeconomic class, and other differences, and at the same time promote the professional development of all educators engaged in the process of learning to teach. The contextually bound, sociocultural stance that informs this book promises greater teacher and student achievement. Culminating six years of vital dialogue and focused, local activity among teachers and teacher educators from institutions in the Urban Network to Improve Teacher Education, Designing Performance Assessment Systems for Urban Teacher Preparationpresents:*the historical context that was examined for this work, a theoretical framework to undergrad teacher preparation assessment, and design principles to guide the development of assessment systems;*four case studies of participants' struggles and successes in designing and implementing these systems; and*a discussion of the importance of context and current trends in assessment practices in urban teaching. This volume is particularly relevant for university and school-based teacher educators who help prepare teachers to work in urban schools, and for personnel in state departments of education and other agencies who are responsible for certification and beginning teacher support. While the focus is on preparing teachers for urban settings, the theoretical and practical foundations and the case studies have broad implications and provide useful insights for anyone involved in developing and using performance assessment systems--teacher educators, university and school administrators, classroom teachers, and educational researchers. 606 $aTeachers$xTraining of$zUnited States 606 $aTeachers$xRating of$zUnited States 606 $aCompetency-based education$zUnited States 606 $aEducation, Urban$zUnited States 615 0$aTeachers$xTraining of 615 0$aTeachers$xRating of 615 0$aCompetency-based education 615 0$aEducation, Urban 676 $a370/.71/1 702 $aPeterman$b Francine$4edt 801 0$bOCoLC-P 801 1$bOCoLC-P 906 $aBOOK 912 $a9910783694203321 996 $aDesigning Performance Assessment Systems for Urban Teacher Preparation$93705906 997 $aUNINA