000 04004nam a22004815i 4500
001 978-1-4020-3408-4
003 DE-He213
005 20161121230622.0
007 cr nn 008mamaa
008 100301s2006 ne | s |||| 0|eng d
020 _a9781402034084
_9978-1-4020-3408-4
024 7 _a10.1007/1-4020-3408-3
_2doi
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aPD
_2bicssc
072 7 _aSCI063000
_2bisacsh
082 0 4 _a507.1
_223
245 1 0 _aAssessment Reform in Science
_h[electronic resource] :
_bFairness and Fear /
_cedited by Benny H.W. Yung.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2006.
300 _aXVI, 296 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aScience & Technology Education Library,
_x1572-5987 ;
_v31
505 0 _aForeword by Peter Fensham. Foreword by Derek Hodson. Acknowledgements -- 1. Introduction -- 2. The assessment reform -- 3. Teachers' enactment of the reform -- 4. Alan-the students' companion -- 5. Bob-the teacher with a mission -- 6. Carl-the teacher committed to all-round education -- 7. Dawn-the evolving teacher -- 8. Eddy-the money-hunter -- 9. Hugo-the examiner of a driving test -- 10. Ivor-the police fears to be scolded by his superior -- 11. John-the examination-driven teacher -- 12. Looking across the cases-a preliminary analysis -- 13. Three views of fairness -- 14. Teacher professionalism and policy interpretation -- 15. Ways of seeing and ways of enacting -- Appendix A: A study transversing three bodies of literature. Appendix B: Reflecting on the research methodology. References. Index.
520 _aThe conclusions and recommendations made in the book are derived from a study of ten teachers in Hong Kong as they tried to change their practice following a reform of the Hong Kong assessment system. Hong Kong is simply a context that provided the opportunity to gather very rich and informative data on issues pertaining to assessment reforms which also have very wide implications in many countries’ contexts. The book is written for practising teachers, teachers-in-training, teacher educators, policy makers and researchers who are interested in teachers’ classroom practices, teacher beliefs, teacher professionalism, implementation of educational reforms in general and high stakes assessment reforms in particular. The structure of the book is organized in a manner that rapidly presents the case stories of the teachers to the readers. These stories can be helpful to all teachers, whether in training or experienced, in a number of ways: (1) as a set of ideas to be debated upon and to act as a springboard for reflection on the purposes of assessment in education and on the role of teachers in these purposes; (2) as examples of practice that can be compared to the readers' own existing practices; and (3) as a source of models of practice to apply and test in readers' own classrooms. These case stories are followed by a discussion of a number of issues that arise from this group of teachers’ beliefs and practices. To cater for research-oriented readers, the relevant literature, theoretical underpinnings, and the intriguing research methodology that led to the case stories will appear as appendices.
650 0 _aEducation.
650 0 _aScience education.
650 0 _aTeaching.
650 1 4 _aEducation.
650 2 4 _aScience Education.
650 2 4 _aLearning & Instruction.
650 2 4 _aTeaching and Teacher Education.
700 1 _aYung, Benny H.W.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9781402033742
830 0 _aScience & Technology Education Library,
_x1572-5987 ;
_v31
856 4 0 _uhttp://dx.doi.org/10.1007/1-4020-3408-3
912 _aZDB-2-SHU
950 _aHumanities, Social Sciences and Law (Springer-11648)
999 _c501466
_d501466