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m o d |
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120810s2012 ne ob 000 0 eng d |
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|a 961519483
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|a (OCoLC)805723553
|z (OCoLC)961519483
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|b Springer
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|a Q181
|b .L43 2012
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|2 bicssc
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|a HCDD
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0 |
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|a Learning progressions in science :
|b current challenges and future directions /
|c edited by Alicia C. Alonzo, Amelia Wenk Gotwals.
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| 260 |
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|a Rotterdam ;
|a Boston :
|b SensePublishers,
|c ©2012.
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| 300 |
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|a 1 online resource
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a computer
|b c
|2 rdamedia
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| 338 |
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|a online resource
|b cr
|2 rdacarrier
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| 347 |
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|a text file
|2 rdaft
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| 380 |
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|a Bibliography
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|g Part 1.
|t Framing Section --
|t Introduction: Leaping Into Learning Progressions in Science /
|r Amelia Wenk Gotwals and Alicia C. Alonzo --
|t Reflections on Learning Progressions /
|r Richard J. Shavelson and Amy Kurpius --
|t The Importance, Cautions and Future of Learning Progression Research: Some Comments on Richard Shavelson's and Amy Kurpius's "Reflections on Learning Progressions" /
|r Joseph S. Krajcik --
|g Part 2.
|t Defining Learning Progressions --
|t Addressing Challenges in Developing Learning Progressions For Environmental Science Literacy /
|r Kristin L. Gunckel, Lindsey Mohan, Beth A. Covitt and Charles W. Anderson --
|t Challenges in Defining and Validating an Astronomy Learning Progression /
|r Julia D. Plummer --
|t MoDeLS: Challenges in Defining a Learning Progression for Scientific Modeling /
|r Christina Schwarz, Brian J. Reiser, Andrés Acher, Lisa Kenyon and David Fortus --
|t Exploring Challenges to Defining Learning Progressions /
|r Lindsey Mohan and Julia Plummer --
|g Part 3.
|t Assessing Learning Progressions --
|t Developing Assessments For A Learning Progression on Carbon-Transforming Processes in Socio-Ecological Systems /
|r Hui Jin and Charles W. Anderson --
|t Assessing Students' Progressing Abilities To Construct Scientific Explanations /
|r Amelia Wenk Gotwals, Nancy Butler Songer and Lea Bullard --
|t Using Learning Progressions To Inform Large-Scale Assessment /
|r Alicia C. Alonzo, Teresa Neidorf and Charles W. Anderson --
|t Eliciting Student Responses Relative To A Learning Progression: Assessment Challenges /
|r Alicia C. Alonzo --
|g Part 4.
|t Modeling Learning Progressions --
|t A Bayesian Network Approach To Modeling Learning Progressions /
|r Patti West, Daisy Wise Rutstein, Robert J. Mislevy, Junhui Liu and Roy Levy, et al. --
|t The Psychometric Modeling of Ordered Multiple-Choice Item Responses For Diagnostic Assessment With A Learning Progression /
|r Derek C. Briggs and Alicia C. Alonzo --
|t Responding To A Challenge That Learning Progressions Pose To Measurement Practice /
|r Mark Wilson --
|t Making Progress in The Modeling of Learning Progressions: Summary of Exemplar Chapters /
|r Derek C. Briggs --
|g Part 5.
|t Using Learning Progressions --
|t Learning Progressions as Tools For Curriculum Development: Lessons from the Inquiry Project /
|r Marianne Wiser, Carol L. Smith and Sue Doubler --
|t Learning Progressions To Support Ambitious Teaching Practices /
|r Erin Marie Furtak, Jessica Thompson, Melissa Braaten and Mark Windschitl --
|t The Potential of Learning Progression Research To Inform the Design of State Science Standards /
|r Jacob Foster and Marianne Wiser --
|t Learning Progressions For Multiple Purposes: Challenges in Using Learning Progressions /
|r Amelia Wenk Gotwals --
|g Part 6.
|t Concluding Section --
|t Leaping Forward: Next Steps for Learning Progressions in Science /
|r Alicia C. Alonzo and Amelia Wenk Gotwals.
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|a Includes bibliographical references.
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| 520 |
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|a Learning progressions - descriptions of increasingly sophisticated ways of thinking about or understanding a topic (National Research Council, 2007) - represent a promising framework for developing organized curricula and meaningful assessments in science. In addition, well-grounded learning progressions may allow for coherence between cognitive models of how understanding develops in a given domain, classroom instruction, professional development, and classroom and large-scale assessments. Because of the promise that learning progressions hold for bringing organization and structure to often disconnected views of how to teach and assess science, they are rapidly gaining popularity in the science education community. However, there are signi?cant challenges faced by all engaged in this work. In June 2009, science education researchers and practitioners, as well as scientists, psychometricians, and assessment specialists convened to discuss these challenges as part of the Learning Progressions in Science (LeaPS) conference. The LeaPS conference provided a structured forum for considering design decisions entailed in four aspects of work on learning progressions: de?ning learning progressions; developing assessments to elicit student responses relative to learning progressions; modeling and interpreting student performance with respect to a learning progressions; and using learning progressions to in?uence standards, curricula, and teacher education. This book presents speci?c examples of learning progression work and syntheses of ideas from these examples and discussions at the LeaPS conference.
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| 546 |
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|a English.
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| 650 |
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|a Science
|x Study and teaching.
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| 650 |
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|a Learning curve (Psychometrics)
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| 650 |
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|a SCIENCE
|x Study & Teaching.
|2 bisacsh
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| 650 |
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7 |
|a Education.
|2 eclas
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| 650 |
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7 |
|a Sciences sociales.
|2 eclas
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| 650 |
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|a Sciences humaines.
|2 eclas
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| 650 |
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7 |
|a Learning curve (Psychometrics)
|2 fast
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| 650 |
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7 |
|a Science
|x Study and teaching
|2 fast
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| 700 |
1 |
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|a Alonzo, Alicia C.
|q (Alicia Cristina)
|1 https://id.oclc.org/worldcat/entity/E39PBJqfFQgPCHR698R8yTJdQq
|
| 700 |
1 |
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|a Gotwals, Amelia Wenk.
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| 758 |
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|i has work:
|a Learning progressions in science (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCGtrbkR77rkpPr8QRmqqgq
|4 https://id.oclc.org/worldcat/ontology/hasWork
|
| 856 |
4 |
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|u https://ebookcentral.proquest.com/lib/holycrosscollege-ebooks/detail.action?docID=3034701
|y Click for online access
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| 903 |
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|a EBC-AC
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| 994 |
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|a 92
|b HCD
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