Alessandra Ward
Datos Biográficos
| ID | 9527151 |
|---|---|
| NOMBRE | Alessandra Ward |
| NOMBRES | Alessandra |
| APELLIDO | Ward |
| FIRMA | WARD A |
| AFILIACIONES | Wheaton College Norton Massachusetts USA |
| ORCID | 0000-0003-1714-1216 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 3 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 3 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2019 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Connecting Design and Experience
Uncertainty has drawn substantial attention because of its potential to support conceptual progress and meaningful science work in science classrooms. Uncertainty has been conceptualized in a variety of ways: as central to scientific activity, as a design principle for science learning environments, and as an experience that supports individual and collective sensemaking. We argue that realizing uncertainty as a resource in learning environments …
Supporting In-Service and Pre-Service Teachers in Rethinking Formative Literacy Assessments
Oral reading assessments provide teachers with valuable information about children’s reading abilities, which can then inform instruction. However, the structure of some oral reading assessments (e.g., running records) have been critiqued, especially when they are used to provide students with a prescribed “reading level”. The purpose of the current study was to support in-service teachers (ISTs) and pre-service teachers (PSTs) in implementing a …
Leveraging Adolescents’ Agency, Engagement, and Comprehension‐Focused Reading
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
Sin obras prominentes en esta página.
Leveraging Adolescents’ Agency, Engagement, and Comprehension‐Focused Reading
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
Supporting In-Service and Pre-Service Teachers in Rethinking Formative Literacy Assessments
Oral reading assessments provide teachers with valuable information about children’s reading abilities, which can then inform instruction. However, the structure of some oral reading assessments (e.g., running records) have been critiqued, especially when they are used to provide students with a prescribed “reading level”. The purpose of the current study was to support in-service teachers (ISTs) and pre-service teachers (PSTs) in implementing a …
Connecting Design and Experience
Uncertainty has drawn substantial attention because of its potential to support conceptual progress and meaningful science work in science classrooms. Uncertainty has been conceptualized in a variety of ways: as central to scientific activity, as a design principle for science learning environments, and as an experience that supports individual and collective sensemaking. We argue that realizing uncertainty as a resource in learning environments …
Computer Science (2 obras) · Mathematics education (2 obras) · Pedagogy (2 obras) · Psychology (2 obras) · Reading and Literacy Development (2 obras) · Sociology (2 obras) · Affordance (1 obras) · Agency (philosophy (1 obras) · Business (1 obras) · Child Development and Digital Technology (1 obras)