Foundations of a socio-cultural perspective on teacher performance assessment

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dc.contributor.authorConway, Paul F.
dc.contributor.authorArtiles, Alfredo J.
dc.contributor.editorPeterman, Francine P.
dc.date.accessioned2011-05-17T08:54:31Z
dc.date.available2011-05-17T08:54:31Z
dc.date.issued2005-04-06
dc.date.updated2011-05-17T08:36:11Z
dc.description.abstractIn 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.en
dc.description.statusNot peer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationCONWAY, P. F. & ARTILES, A. J. 2005. Foundations of a Sociocultural Perspective on Teacher Performance Assessment. In: PETERMAN, F. P. (ed.) Designing Performance Assessment Systems for Urban Teacher Preparation. New York: Routledge.en
dc.identifier.endpage48en
dc.identifier.isbn9780805853841(pbk)
dc.identifier.isbn9780805849295(hbk)
dc.identifier.isbn9781410612991(e-book)
dc.identifier.startpage21en
dc.identifier.urihttps://hdl.handle.net/10468/304
dc.language.isoenen
dc.publisherRoutledgeen
dc.relation.ispartofDesigning Performance Assessment Systems for Urban Teacher Preparation
dc.relation.urihttp://www.taylorandfrancis.com/books/details/9780805853841/
dc.subjectEducationen
dc.subjectPedagogyen
dc.subjectTeacher Educationen
dc.subjectTeacher performance assessmenten
dc.subjectTeachingen
dc.subject.lcshTeachers--Training of--United Statesen
dc.titleFoundations of a socio-cultural perspective on teacher performance assessmenten
dc.typeBook chapteren
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