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Make a suggestion Refine your searchAssessment for learning / Paul Black
Title : Assessment for learning : putting it into practice Material Type: printed text Authors: Paul Black, Author ; Christine Harrison, Author ; Clare Lee, Author Publisher: McGraw Hill /Open University Press (UK) Publication Date: 2003 Pagination: vi,135 p. Size: 24 cm ISBN (or other code): 978-0-335-21297-2 General note: Includes bibliographical references (p. 126-130)
Includes index (p. 131-135)Languages : English (eng) Original Language : English (eng) Descriptors: Education, Secondary - Great Britain
Teacher-student relationships
TeachingClass number: 371.3 Abstract: The starting point of this book was the realisation that research studies worldwide provide hard evidence that development of formative assessment raises students' test scores. The significant improvement in the achievements of the students in this project confirms this research, while providing teachers, teacher trainers, school heads and others leaders with ideas and advice for improving formative assessment in the classroom. Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers found fruitful and the underlying ideas about learning that these developments illustrate. Later chapters discuss the problems that teachers encountered when implementing the new practices in their classroom and give guidance for school management and LEAs about promoting and supporting the changes. This book offers valuable insights into assessment for learning as teachers describe in their own words how they turned the ideas into practical action in their schools. Contents note: Acknowledgements; The authors; Introduction: Why study this book?; What is proposed?; Why take formative assessment seriously?; How this book tells its story; The source of the ideas; Introduction; The research evidence; Current practice; Planning further work; How teachers developed the ideas for us; The starting point; The schools and teachers involved; The way it went; Qualitative data; Quantitative data; Putting the ideas into practice; Four types of action; Questioning; Feedback by marking; Peer-and self-assessment; The formative use of summative tests; Implications; Looking at practice more deeply; Subject knowledge and learning needs; Differences between subjects; Attitudes and beliefs; Research into learning; Changing yourself; Stories of teacher change; Changes in the teacher's role; Changes in the role of students; Risks and rewards; Management and support; Marginal or revolutionary?; Innovation for the whole school; The end-and a beginning; Glossary of terms and acronyms; References; Index; Record link: https://library.seeu.edu.mk/index.php?lvl=notice_display&id=17113 Hold
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Barcode Call number Media type Location Section Status 1702-002445 371.3 Bla-Ass 2003 General Collection Library "Max van der Stoel" English Available
Title : Didaktika shkollore : modeli i didaktikës shkollore në kuadër të të cilit analizohen implikimet pedagogjike nga teoria e mësimit Other title : School didactics and learning : a school didactic model framing an analysis of pedagogical implications of learning theory Material Type: printed text Authors: Michael Uljens, Author ; Refail Sulejmani, Translator ; Bajram Selmani, Translator Publisher: Shkup : Ars Lamina Publication Date: 2016 Pagination: 280 p. Layout: ill. Size: 24 cm ISBN (or other code): 978-6-08-247647-6 General note: Includes bibliographical references (p. 255-273)
Includes indexes (p. 274-280)Languages : Albanian (sqi) Original Language : English (eng) Descriptors: Education - Philosophy
Education - Teaching - Permanent teaching - Methods, etc
Learning
TeachingClass number: 371.102 Abstract: "Didaktika shkollore"- Në këtë libër paraqitet teoria e re e udhëzimeve - teoria e refleksive e didaktikës shkollore – që në mënyr të vetme i perfshin traditat kontinentale gjermanike dhe nordike të hulumtimit ne teorinë e didaktikes dhe teorinë e njohjes. Didaktika shkolloreështë definuar si fushë e kerkimeve në kuadër të arsimit te pergjithshëm. Kjo fushë është e kufizuar në hulumtim dhe teori me qëllim të kuptimit praktik pedagogjik që zhvillohet në mjedisët arsimore publike drejtuar nga kurrikulua për të cilën janë pajtuar në mënyre kolektive. Meqë teoria është bërë që të jetë e vlefshme për arsimin publik në kuader të kurrikulës së pranuar politike, ajo në aspekt të kulturës është teori rajonale e arsimit, e jo teori universale. Prandaj, teoria e paraqitur nuk është teori normative apo riskriptive, por teori refleksive. Contents note: Kah modeli i didaktikës shkollore; Didaktika dhe procesi i mësimdhënies, mësimit dhe mësimnxënies; Modeli i didaktikës shkollore; Didaktika shkollore dhe implikimet pedagogjike nga teoria e mësimnxënies; Analiza e teorisë së mësimnxënies - qëllimi dhe dizajni; Lënda e analizës-teoria kognitive e të mësuarit; Kognitivizmi-teoria kauzale për përceptim, epistemologjia reprezentative dhe dualizmi ontologjik; Implikimet pedagogjike të teorise kognitive te të mësuarit; Mendimet dhe përspektivat perfundimtare. Record link: https://library.seeu.edu.mk/index.php?lvl=notice_display&id=18508 Hold
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Barcode Call number Media type Location Section Status 2702-008167 371.102 Ulj-DidA 2016 General Collection Library "Max van der Stoel" Albanian Available 2702-006552 371.102 Ulj-DidA 2016 General Collection SEEU Library Skopje Albanian Available
Title : The elements of teaching Material Type: printed text Authors: James M. Jr. Banner, Author ; Harold C Cannon, Author Publisher: New Haven, London : Yale University Press Publication Date: 1997 Pagination: x, 142 p. Size: 21 cm ISBN (or other code): 978-0-300-06929-7 General note: Includes contents Languages : English (eng) Descriptors: Teacher effectiveness
TeachingClass number: 371.102 Record link: https://library.seeu.edu.mk/index.php?lvl=notice_display&id=9438 Hold
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Barcode Call number Media type Location Section Status 5702-005119 371.102 Ban-ele 1997 General Collection Library "Max van der Stoel" English Available
Title : European English Studies : contributions towards the History of a Discipline Material Type: printed text Authors: Balz Engler, Editor ; Renate Haas, Editor Publisher: The European Society for the Study of English Publication Date: 2000 Pagination: ii, 388 p. Size: 20 cm ISBN (or other code): 978-0-900232-23-7 General note: Includes bibliographical index (p. 381-388)
Includes bibliographical footnotesLanguages : English (eng) Original Language : English (eng) Descriptors: English language
Europe
TeachingClass number: 420 Abstract: When we started work on the project of a European History of English Studies, we could only guess what we were letting ourselves in for. We were aware both of national traditions and international cross-currents also, from previous work, that the history of English studies cannot be understood as one with a single root (possibly in English soil) and various branches. Ideas developed over the years, and the existence of ESSE, the European Society for the Study of English, proved to be crucial in the process. At its Glasgow conference in 1995 one of us presented a first version of the project: two years later, at its Debrecen conference, we organized a seminar, out of which several core contributions to this volume have grown. Work on the collection started seriously after that conference, when we formulated its aims and principles, and enlisted additional contributors with the help of ESSE's constituent national associations. The task did not prove easy, and it took us longer to accomplish than we had expected. The history of English studies is different in different countries: so are the perceptions of history, and the conditions of writing it. In some cases, the contributors could rely on extensive research: in others work had to begin with the collection of basic data. Some contributors stress institutional issues;, others present their material in terms of Masters of English Studies They take the institution for granted, one might say, and emphasize the contribution of individuals to it. Often the Masters approach seems to be a reaction against a formerly official ideological position that stressed the role of social determination. Contents note: Writing the European History English Studies - Bale Engler; Portugal - Martin A. Kayman; Spain - Tomás Monterrey; Italy - Franco Marenco; France - Imelda Bonel - Elliott; Netherlands - Pieter Loonen; Norway - Arthur O. Sandved; Denmark - Jirgen Erik Nielsen; Austria - Manfred Markus; Poland - Krystyna Kujawinska - Courtney; Czechia - Josef Hladký; Slovakia - Jozef Olexa; Slovenia - Meta Grosman; Serbia - Radmila B. Sević; Romania - Eugenia Gavriliu, Horia Hulban, Ecaterina Popa; Bulgaria - Alexander Shurbanov, Christo Stamenov;
Record link: https://library.seeu.edu.mk/index.php?lvl=notice_display&id=18423 Hold
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Barcode Call number Media type Location Section Status 1702-002098 420 Europe 2000 General Collection Library "Max van der Stoel" English Available
Title : European English Studies : contributions towards the History of a Discipline II Material Type: printed text Authors: Renate Haas, Editor ; Balz Engler, Editor Publisher: The European Society for the Study of English Publication Date: 2008 Pagination: ii, 240 p. Size: 20 cm ISBN (or other code): 978-0-900232-29-9 General note: Includes bibliographical index (p. [231]-240)
Includes bibliographical footnotes
Languages : English (eng) Original Language : English (eng) Descriptors: English language
Europe
TeachingClass number: 420 Abstract: This second volume of European English Studies: Contributions towards the History of a Discipline complements the first, published in 2000. The two volumes now include essays on the history of English Studies from most countries represented in ESSE, the European Society for the Study of English: in alphabetical order Armenia, Austria, Bulgaria, Czechia, Cyprus, Denmark, Finland, France, Germany, Greece, Hungary, Italy, Lithuania, Macedonia, the Netherlands, Norway, Poland, Portugal, Romania, Russia, Serbia, Slovakia, Slovenia, Spain, Sweden, Switzerland, and Ukraine. We leave it to our readers to find out which are missing (the most glaring gap continues to be the English-speaking countries). We have worked hard but not always successfully, enlisting contributors. We are all the more grateful to those who have accepted the task. In most cases they could not rely on the work of earlier scholars, but had to do fieldwork themselves in the large and unsurveyed territory of English Studies. In several cases-a reminder of turbulent European history-even the geographical borders had dramatically shifted; universities had moved from one country to another without leaving their premises. And the contributors did their research beside an increasing workload largely due to reforms instigated by attempts to coordinate curricula in a unified Europe individual surveys differ from each other not only in the areas covered, but also in their emphases and methods of presentation. As these may also tell us something about how the discipline views itself in the respective country, we have only cautiously intervened as editors. We have chosen the title of the two volumes not as a gesture of modesty, but as a reminder that much remains to be done, especially where local, regional and international, rather than national, developments are concerned. We hope that the work done for this volume remains work in progress. In our first volume (pp. 8-10) we published a questionnaire which will be useful for further research. We are convinced that this will continue to show that English Studies is not a tree firmly rooted in one country and branching from there, but rather like the largest living being known, the fungus Armillaria ostoyae, with the intricate web of its mycelium. Contents note: National Surveys; Sweden - Ishrat Lindblad; Finland - Päivi Pahta; Lithuania -Jone Grigaliuniené; Switzerland - Balz Engler; Germany - Renate Haas; Hungary - Aladár Sarbu; Macedonia - Ekaterina Babamova; Greece - Ruth Parkin - Gounelas; Cyprus - Stephanos Stephanides and Dionysis Goutsos; Russia - Tatiana Dobrosklonskaya; Armenia - Seda Gasparyan and Gayane Muradyan; European Perspectives; Record link: https://library.seeu.edu.mk/index.php?lvl=notice_display&id=18424 Hold
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Barcode Call number Media type Location Section Status 1702-002099 420 Europe 2009 General Collection Library "Max van der Stoel" English Available
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