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21st Century Education: A Reference Handbook offers 100 chapters written by leading experts in the field that highlight the most important topics, issues, questions, and debates facing educators today. This comprehensive and authoritative two-volume work provides undergraduate education majors with insight into the rich array of issues inherent in education—issues informing debates that involve all Americans.Key Features:· Provides undergraduate majors with an authoritative reference source ideal for their classroom research needs, preparation for GREs, and research into directions to take in pursuing a graduate degree or career· Offers more detailed information than encyclopedia entries, but not as much jargon, detail, or density as journal articles or research handbook chapters· Explores educational policy and reform, teacher education and certification, educational administration, curriculum, and instruction· Offers a reader-friendly common format: Theory, Methods, Applications, Comparison, Future Directions, Summary, References and Further Readings 21st Century Education: A Reference Handbook is designed to prepare teachers, professors, and administrators for their future careers, informing the debates and preparing them to address the questions and meet the challenges of education today.

Curriculum-Based Assessment
Curriculum-based assessment

Monitoring student progress is an important form of classroom assessment. Teachers use progress monitoring for two purposes. The first purpose is to determine whether a student's academic development within an academic year is proceeding well. Second, when a student is not progressing adequately, teachers use progress monitoring to design an individualized instructional program that promotes better academic growth. The form of progress monitoring with the strongest scientificevidentiarybaseiscurriculum-basedmeasurement. A large body of research shows that curriculum-based measurement produces accurate descriptions of student development in reading and math. Moreover, formal school-based experiments (where teachers are randomly assigned to plan instruction with and without curriculum-based measurement) demonstrate that when teachers use curriculum-based measurement to inform their instructional decision making, their students achieve better. Curriculum-based measurement ...

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