http://hdl.handle.net/10468/305 Mon, 06 May 2013 07:27:56 GMT 2013-05-06T07:27:56Z http://hdl.handle.net/10468/304 Foundations of a socio-cultural perspective on teacher performance assessment Conway, Paul F.; Artiles, Alfredo J. Peterman, Francine P. In this chapter, we are concerned with the theories of learning underpinning models of assessment for preservice teachers in urban contexts. One fundamental premise in this chapter is that teacher performance assessment ought to document teacher learning. In outlining this perspective, we draw specifically on the sociocultural perspectives on learning and development that have grown primarily out of the work of Russian psychologists Vygotsky, Leont’ev, and Luria. Wed, 06 Apr 2005 00:00:00 GMT http://hdl.handle.net/10468/304 2005-04-06T00:00:00Z