Ginette Delandshere
Datos Biográficos
| ID | 252372 |
|---|---|
| NOMBRE | Ginette Delandshere |
| NOMBRES | Ginette |
| APELLIDO | Delandshere |
| FIRMA | DELANDSHERE G |
| AFILIACIONES | Indiana University |
| VERIFICADO | No |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 57 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1985 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2003 |
| ÍNDICE H | 5 |
Political rationales and ideological stances of the standards-based reform of teacher education in the US
Examining The Quality Of The Evidence In Preservice Teacher Portfolios
In this study, the authors examine the quality of the evidence represented in preservice teacher portfolios and the inferences drawn from them. Questions of purpose and representation of teaching in the portfolios are also addressed. The study is based on three teacher education programs in which students develop portfolios in preparation for initial licensure. Program guidelines, portfolios, and other assessment materials were analyzed. Intervie…
Representations of teaching and standards-based reform
It is Also Possible to Quantify Colors But That Is Not the Point
Assessment of Complex Performances
Why do we assign numerical ratings when assess-ing complex performances? And what is the meaning and usefulness of those ratings given the nature of these performances and the multiplicity of as-sessment purposes? These were the key questions we grappled with in devel-oping an assessment system to be used for national certifi-cation of accomplished teachers. Along the way, our work became entangled with philosophical, political, technical, and pr…
Capturing Teachers' Knowledge
Ginette Delandshere, Anthony R. Petrosky, Capturing Teachers' Knowledge: Performance Assessment a) And Post-Structuralist Epistemology, b) From a Post-Structuralist Perspective, c) And Post-Structuralism, d) None of the above, Educational Researcher, Vol. 23, No. 5 (Jun. - Jul., 1994), pp. 11-18
Capturing Teachers' Knowledge
When we conceive of knowledge as what is created in discourse, the role of interpretation in the assessment of complex performances becomes critical. Since an assessment system is always defined within an ideology, we discuss the possibility of framing interpretations within that ideology to produce consistent judgments. We propose ways of structuring and formulating interpretations within a dimensional framework and of making them explicit and v…
Data Collection
Recent advances in design, measurement, and analysis can have only a marginal impact on the integrity of evaluation studies because the evaluation of social programs is fundamentally dependent on the quality of the collected data. The effects of data collection procedures and their consequences on the integrity of evaluation conclusions are explicated. Data collection faults occurring in evaluation studies are enumerated and illustrated. A resear…
Assessment of Complex Performances
Why do we assign numerical ratings when assess-ing complex performances? And what is the meaning and usefulness of those ratings given the nature of these performances and the multiplicity of as-sessment purposes? These were the key questions we grappled with in devel-oping an assessment system to be used for national certifi-cation of accomplished teachers. Along the way, our work became entangled with philosophical, political, technical, and pr…
Representations of teaching and standards-based reform
Political rationales and ideological stances of the standards-based reform of teacher education in the US
Capturing Teachers' Knowledge
When we conceive of knowledge as what is created in discourse, the role of interpretation in the assessment of complex performances becomes critical. Since an assessment system is always defined within an ideology, we discuss the possibility of framing interpretations within that ideology to produce consistent judgments. We propose ways of structuring and formulating interpretations within a dimensional framework and of making them explicit and v…
Examining The Quality Of The Evidence In Preservice Teacher Portfolios
In this study, the authors examine the quality of the evidence represented in preservice teacher portfolios and the inferences drawn from them. Questions of purpose and representation of teaching in the portfolios are also addressed. The study is based on three teacher education programs in which students develop portfolios in preparation for initial licensure. Program guidelines, portfolios, and other assessment materials were analyzed. Intervie…
It is Also Possible to Quantify Colors But That Is Not the Point
Data Collection
Recent advances in design, measurement, and analysis can have only a marginal impact on the integrity of evaluation studies because the evaluation of social programs is fundamentally dependent on the quality of the collected data. The effects of data collection procedures and their consequences on the integrity of evaluation conclusions are explicated. Data collection faults occurring in evaluation studies are enumerated and illustrated. A resear…
Capturing Teachers' Knowledge
Ginette Delandshere, Anthony R. Petrosky, Capturing Teachers' Knowledge: Performance Assessment a) And Post-Structuralist Epistemology, b) From a Post-Structuralist Perspective, c) And Post-Structuralism, d) None of the above, Educational Researcher, Vol. 23, No. 5 (Jun. - Jul., 1994), pp. 11-18
Capturing Teachers' Knowledge
When we conceive of knowledge as what is created in discourse, the role of interpretation in the assessment of complex performances becomes critical. Since an assessment system is always defined within an ideology, we discuss the possibility of framing interpretations within that ideology to produce consistent judgments. We propose ways of structuring and formulating interpretations within a dimensional framework and of making them explicit and v…
Assessment of Complex Performances
Why do we assign numerical ratings when assess-ing complex performances? And what is the meaning and usefulness of those ratings given the nature of these performances and the multiplicity of as-sessment purposes? These were the key questions we grappled with in devel-oping an assessment system to be used for national certifi-cation of accomplished teachers. Along the way, our work became entangled with philosophical, political, technical, and pr…
It is Also Possible to Quantify Colors But That Is Not the Point
Representations of teaching and standards-based reform
Political rationales and ideological stances of the standards-based reform of teacher education in the US
Examining The Quality Of The Evidence In Preservice Teacher Portfolios
In this study, the authors examine the quality of the evidence represented in preservice teacher portfolios and the inferences drawn from them. Questions of purpose and representation of teaching in the portfolios are also addressed. The study is based on three teacher education programs in which students develop portfolios in preparation for initial licensure. Program guidelines, portfolios, and other assessment materials were analyzed. Intervie…
Teacher Education and Leadership Studies (6 obras) · Computer Science (5 obras) · Pedagogy (5 obras) · Psychology (5 obras) · Sociology (5 obras) · Political science (4 obras) · Context (archaeology (3 obras) · Economics (3 obras) · Epistemology (3 obras) · Ideology (3 obras)