For this volume, Kadriye Ercikan and Peter Seixas have assembled an international array of experts who have, collectively, moved the fields of history education and assessment forward. Their various approaches negotiate the sometimes-conflicting demands of theoretical sophistication, empirically demonstrated validity and practical efficiency. Key issues include articulating the cognitive goals of history education, the relationship between content and procedural knowledge, the impact of students’ language literacy on history assessments, and methods of validation in both large scale and classroom assessments. New Directions in Assessing Historical Thinking is a critical, research-oriented resource that will advance the conceptualization, design and validation of the next generation of history assessments.
Kadriye Ercikan is Professor of Measurement, Evaluation, and Research Methodology, Faculty of Education, University of British Columbia, Canada.
Peter Seixasis Professor of History Education, Faculty of Education, University of British Columbia, Canada.
By harnessing findings from research on design, engagement, goal setting, coaching, performance and the influence of language, this book:Facilitates educators in moving from thinking about these skills as theoretical concepts to practical application Supports educators in their own personal development Provides practical exercises and ideas for learner skills development Encourages reflection from the educator on their own development.
A must-read for those wishing to examine the assumption that critical-thinking development happens to all learners to an equal degree as a natural part of the education process. Confidence in Critical Thinking is for both learners wishing to understand and develop critical-thinking skills and educators wanting to develop their learners’, and their own, critical skills.
“Esther Fusco gives a microphone to the voices of the many teachers within this book who build communities of questioners in their classrooms. Amid vivid stories, the reader finds the scaffolding for how to construct a classroom built on children’s thinking.”
—Jacqueline Grennon Brooks, Hofstra University
“Teachers and school administrators can gain great insights into how students learn and grow cognitively as they analyze the sequence of questioning in the classroom using the rich variety of tools provided here. For those interested in promoting life-long learning, this book offers the guidelines for creating classrooms for tomorrow’s needs.”
—Lorna R. Lewis, Superintendent of East Williston UFSD
“From veteran teachers and administrators to pre-service and alternatively-certified practitioners, this book reads like a blueprint for transformative teaching and belongs on every educator's desk.”
—Margaret-Mary Sulentic Dowell, Louisiana State University
“The tips, tools, and dialogue in this book will lead pre-service and practitioners alike to more effective questioning in their classrooms to empower students to wonder, reason, and develop critical thinking skills.”
—Heather Leah Ryerson Fountain, Kutztown University of Pennsylvania
Questions are the most important tool a teacher can use to build a community of thinkers. This practical guide provides teachers with a step-by-step process for implementing a set of questioning strategies known as the Questioning Cycle. This strategy supports teachers in planning and asking questions, assessing students’ responses, and following up those responses with more questions to extend thinking. In this book, you will see students become more curious and actively involved with learning because they are allowed to use their skills to question, examine, and argue about different aspects of a topic. K–8 teachers across all disciplines can use this book to create a challenging learning climate and lively class discussions.
Esther Fusco is an associate professor and Chair of the Department of Teaching, Literacy and Leadership at Hofstra University, Hempstead, New York.
Canadians and Their Pasts reports on the findings of interviews with 3,419 Canadians from a variety of cultural and linguistic communities. Along with yielding rich qualitative data, the surveys generated revealing quantitative data that allows for comparisons based on gender, ethnicity, migration histories, region, age, income, and educational background. The book also brings Canada into international conversation with similar studies undertaken earlier in the United States, Australia, and Europe.
Canadians and Their Pasts confirms that, for most Canadians, the past is not dead. Rather, it reveals that our histories continue to shape the present in many powerful ways.
With contributions from the top researchers in the field of assessment, this volume includes chapters that focus on methodological issues and on applications across multiple contexts of assessment interpretation and use. In Part I of this book, contributors discuss the framing of validity as an evidence-based argument for the interpretation of the meaning of test scores, the specifics of different methods of response process data collection and analysis, and the use of response process data relative to issues of validation as highlighted in the joint standards on testing. In Part II, chapter authors offer examples that illustrate the use of response process data in assessment validation. These cases are provided specifically to address issues related to the analysis and interpretation of performance on assessments of complex cognition, assessments designed to inform classroom learning and instruction, and assessments intended for students with varying cultural and linguistic backgrounds.
Tackling one of the most critical issues in education research today - how research methods are related to value and meaningfulness - this frontline volume achieves two purposes. First, it presents an integrated approach to educational inquiry that works toward a continuum instead of a dichotomy of generalizability, and looks at how this continuum might be related to types of research questions asked and how these questions should determine modes of inquiry. Second, it discusses and demonstrates the contributions of different data types and modes of research to generalizability of research findings, and to limitations of research findings that utilize a single approach.
International leaders in the field take the discussion of generalizing in education research to a level where claims are supported using multiple types of evidence. The volume pushes the field in a different direction, where the focus is on creating meaningful research findings that are not polarized by qualitative versus quantitative methodologies. The integrative approach allows readers to better understand possibilities and shortcomings of different types of research.
No other book so thoroughly covers current issues in the field of large-scale assessment. An introductory chapter is followed by sixteen chapters that each focus on a specific issue. The content is prescriptive and didactic in nature but based on the most recent scientific research. It includes successful experiences, exemplary practices, training modules, interesting breakthroughs or alternatives, and promising innovations regarding large-scale assessments. Finally, it covers meaningful topics that are currently taking center stage such as motivating students, background questionnaires, comparability of different linguistic versions of assessments, and cognitive modeling of learning and assessment.