Carol Shields
Biographic Data
| ID | 6336755 |
|---|---|
| NAME | Carol Shields |
| GIVEN NAMES | Carol |
| FAMILY NAME | Shields |
| SIGNATURE | SHIELDS C |
| AFFILIATIONS | Columbia College |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 1 |
A Vygotskian approach to promote and formatively assess academic concept learning
Promoting students' conceptual understanding and academic language development is a primary goal of instructors in all subject areas. These goals, however, are sometimes hindered by the way students' learning is assessed. In many college-level courses, knowledge-level tests that assess concrete thinking associated with superficial approaches to teaching are frequently used. Rubrics used to grade short open-ended responses often have vague criteri…
Does No One Read Vygotsky’s Words? Commentary on Glassman
In the May 2001 issue of Educational Researcher, Michael Glassman proposed several commonalities in the thinking of John Dewey and Lev Vygotsky. However, in addition to general problems in the article (misstatements about scholars’ writings and a reliance on unsupported inferences), the discussion misconstrues major concepts and topics addressed by Vygotsky’s theory of cognitive development—psychological tools, the role of the cross-cultural stud…
Several Bridges Too Far
L'article reproduit une critique d'une recherche proposee dans l'American Education Research Journal en 2000 portant sur la rencontre probable de Dewey et de Vygotsky au cours de laquelle les deux eminents chercheurs echangerent des idees, decrivant egalement le contexte social et culturel du travail de Vygotsky. La realite historique et les faits decrits par l'auteur de la recherche sont ici mis en cause directement a travers une relecture des s…
Does No One Read Vygotsky’s Words? Commentary on Glassman
In the May 2001 issue of Educational Researcher, Michael Glassman proposed several commonalities in the thinking of John Dewey and Lev Vygotsky. However, in addition to general problems in the article (misstatements about scholars’ writings and a reliance on unsupported inferences), the discussion misconstrues major concepts and topics addressed by Vygotsky’s theory of cognitive development—psychological tools, the role of the cross-cultural stud…
Several Bridges Too Far
L'article reproduit une critique d'une recherche proposee dans l'American Education Research Journal en 2000 portant sur la rencontre probable de Dewey et de Vygotsky au cours de laquelle les deux eminents chercheurs echangerent des idees, decrivant egalement le contexte social et culturel du travail de Vygotsky. La realite historique et les faits decrits par l'auteur de la recherche sont ici mis en cause directement a travers une relecture des s…
Several Bridges Too Far
L'article reproduit une critique d'une recherche proposee dans l'American Education Research Journal en 2000 portant sur la rencontre probable de Dewey et de Vygotsky au cours de laquelle les deux eminents chercheurs echangerent des idees, decrivant egalement le contexte social et culturel du travail de Vygotsky. La realite historique et les faits decrits par l'auteur de la recherche sont ici mis en cause directement a travers une relecture des s…
Does No One Read Vygotsky’s Words? Commentary on Glassman
In the May 2001 issue of Educational Researcher, Michael Glassman proposed several commonalities in the thinking of John Dewey and Lev Vygotsky. However, in addition to general problems in the article (misstatements about scholars’ writings and a reliance on unsupported inferences), the discussion misconstrues major concepts and topics addressed by Vygotsky’s theory of cognitive development—psychological tools, the role of the cross-cultural stud…
A Vygotskian approach to promote and formatively assess academic concept learning
Promoting students' conceptual understanding and academic language development is a primary goal of instructors in all subject areas. These goals, however, are sometimes hindered by the way students' learning is assessed. In many college-level courses, knowledge-level tests that assess concrete thinking associated with superficial approaches to teaching are frequently used. Rubrics used to grade short open-ended responses often have vague criteri…
Pedagogy (3 works) · Psychology (3 works) · Educational psychology (2 works) · Innovative Education and Learning Practices (2 works) · Innovative Teaching and Learning Methods (2 works) · Sociology (2 works) · Zone of proximal development (2 works) · Art history (1 work) · Cognition (1 work) · Cognitive development (1 work)