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  • Contents
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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.

Technology and Formative Assessment
Technology and formative assessment

Despite all that has been written about assessment over the past several decades, it is only recently that some of the rhetoric surrounding the use of assessments in the educational system has moved away from a focus on the purportedly negative impact of large-scale achievement tests on classroom teaching and learning processes, to a discussion of the role of classroom assessment in affecting those processes. For example, Shepard (2000) discussed ways in which classroom assessment practices need to change to better support learning. As she and others have argued, the content and character of assessments need to be significantly improved to reflect a contemporary understanding of learning; the gathering and use of assessment information and insights must become ...

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