Standardized Assessments of Beginning Teachers' Discussion Leading Practice: Is It Possible and What Can We Learn? [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).

Autor/inn/en	Selling, Sarah Kate; Shaughnessy, Meghan; Willis, Amber; Garcia, Nicole; O'Neill, Michaela Krug; Ball, Deborah Loewenberg
Titel	Standardized Assessments of Beginning Teachers' Discussion Leading Practice: Is It Possible and What Can We Learn? [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).
Quelle	(2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Standardized Tests; Teacher Evaluation; Beginning Teachers; Elementary School Teachers; Secondary School Teachers; Mathematics Instruction; Teaching Skills; Classroom Communication; Discussion (Teaching Technique); Video Technology + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Teacher appraisal; Lehrerbeurteilung; Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Klassengespräch
Abstract	This paper examines the possibilities of using standardized assessments to assess elementary and secondary novice teachers' skills with leading problem-based mathematics discussion. The findings reveal that our standardized assessments were able to elicit and reveal variations in skills across teachers; provide fine-grained detail about the performance of particular teachers for feedback purposes; and account for existing classroom norms. This suggests that such tools could be useful in assessing and supporting beginning teachers. [For the complete proceedings, see ED583989.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01