Citation

Instructional Leadership and Assessment for Learning: A Case Study

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Abstract:

This case study describes how one school district is implementing the new Iowa Core Curriculum by creating time and space for professional conversations about student achievement, which includes teaching, learning, and formative assessment. Transcripts and artifacts are analyzed using a theoretical framework which draws on the work of Black and Wiliam (1998) on “Assessment for Learning” to inform how school leaders are serving in new capacities across the state.

Most Common Document Word Stems:

assess (112), learn (82), school (72), teacher (70), leadership (64), student (42), format (41), princip (32), team (25), high (25), educ (24), district (24), use (22), classroom (21), build (21), develop (20), studi (19), instruct (19), state (18), profession (18), time (16),
Convention
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Association:
Name: UCEA Annual Convention
URL:
http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p377392_index.html
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MLA Citation:

Hollingworth, Liz. "Instructional Leadership and Assessment for Learning: A Case Study" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, Nov 19, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p377392_index.html>

APA Citation:

Hollingworth, L. , 2009-11-19 "Instructional Leadership and Assessment for Learning: A Case Study" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California Online <APPLICATION/PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p377392_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This case study describes how one school district is implementing the new Iowa Core Curriculum by creating time and space for professional conversations about student achievement, which includes teaching, learning, and formative assessment. Transcripts and artifacts are analyzed using a theoretical framework which draws on the work of Black and Wiliam (1998) on “Assessment for Learning” to inform how school leaders are serving in new capacities across the state.


Similar Titles:
Transforming Language Instruction for Social Justice: A Study of Four High School English Teachers’ Development of Critical Language Pedagogy for African American Students

Impact of State Mandated Teacher Evaluation on Principals’ Leadership Roles: Case Study of a School District

Building Instructional Leadership Teams: Embedded Professional Development in Urban High Schools Paul V. Bredeson University of Wisconsin-Madison


 
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