Reflecting on Pupil Learning to Promote Social Justice: A Catholic University's Approach to Assessment

Autor/inn/en	McQuillan, Patrick J.; D'Souza, Lisa A.; Scheopner, Aubrey J.; Miller, Grant R.; Gleeson, Ann Marie; Mitchell, Kara; Enterline, Sarah; Cochran-Smith, Marilyn
Titel	Reflecting on Pupil Learning to Promote Social Justice: A Catholic University's Approach to Assessment
Quelle	In: Catholic Education: A Journal of Inquiry and Practice, 13 (2009) 2, S.157-184 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1097-9638
Schlagwörter	Inquiry; Praxis; Social Justice; Role of Education; Educational Assessment; Learning; Elementary School Students; Secondary School Students; Catholic Schools; Teacher Education Programs; Methods Courses; Social Theories; Sociocultural Patterns; Teaching Methods; Urban Schools; Educational Environment; School Culture; Reflective Teaching; Massachusetts; United States + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Bildungsauftrag; Education; assessment; Bewertungssystem; Lernen; Sekundarschüler; Katholische Schule; Methodisch-didaktische Anleitung; Gesellschaftstheorie; Soziokulturelle Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulkultur; Schulleben; Master-Studiengang; USA
Abstract	In contrast to current education policies that conceptualize pupil learning largely in terms of standardized exam scores, we offer an alternative view, one that conceives of pupil learning as a source of insight for pupils and teachers alike. Drawing on survey data and a qualitative study of the teacher candidate experience, we explore the following questions: In a teacher education program committed to promoting social justice, embracing an inquiry-into-practice stance, and affirming diversity by meeting the needs of diverse learners, how do teacher candidates assess pupil learning, in particular, how are their assessments influenced by these program themes? Further, how do they respond when dilemmas linked to pupil learning arise? Specifically, we focused on dilemmas two teacher candidates encountered that engendered a sense of "disequilibrium," a feeling something was not quite right with their teaching. In turn, we consider how they responded--typically taking ownership of dilemmas and modifying their teaching, while occasionally distancing themselves from responsibility for pupil performance. To conclude, we discuss implications for teachers educators, and specifically for Catholic institutions of higher education that prepare teachers for both public and Catholic schools. (Contains 4 footnotes.) (As Provided).
Anmerkungen	Boston College. Roche Center for Catholic Education, 25 Lawrence Avenue, Chestnut Hill, MA 02467. Tel: 617-552-0701; Fax: 617-552-0579; e-mail: journal@bc.edu; Web site: http://www.bc.edu/catholicedjournal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10