School Policies and Practices to Support Effective Classroom Assessment for Learning

2010 ◽  
pp. 464-471
Author(s):  
D. Pedder
Keyword(s):  
Classroom Assessment ◽  
Assessment For Learning ◽  
School Policies ◽  
Policies And Practices

Parental responses to bullying: Understanding the role of school policies and practices.

2019 ◽  
Vol 111 (3) ◽  
pp. 475-487 ◽  
Author(s):  
Sarah Lindstrom Johnson ◽  
Tracy Evian Waasdorp ◽  
Larissa M. Gaias ◽  
Catherine P. Bradshaw
Keyword(s):  
School Policies ◽  
Parental Responses ◽  
Policies And Practices

Vestiges of Segregation in the Implementation of Inclusion Policies in Public High Schools

2010 ◽  
Vol 26 (2) ◽  
pp. 309-338 ◽  
Author(s):  
Mary Rose McCarthy ◽  
Roberta Wiener ◽  
Leslie Carol Soodak
Keyword(s):  
High Schools ◽  
Inclusive Education ◽  
Dual System ◽  
Public High Schools ◽  
Policy And Practice ◽  
School Policies ◽  
Institutional Practices ◽  
Sustained Change ◽  
Prior Experiences ◽  
Policies And Practices

The present study sought to determine to what extent vestiges of the dual system of educating students with and without disabilities persist and how they undermine the implementation and sustainability of inclusive education. We investigated how prior experiences with segregation shape administrators’ thinking and school policies and practices through interviews with administrators in 11 public high schools. Analysis of the interviews indicated that remnants of past policy and practice persist and that these vestiges and their causes weaken the prospect of sustained change. We discuss the limitations of relying on legislation to change long-standing institutional practices that reinforce a philosophy of difference.

scholarly journals School Policies and Practices That Improve Indoor Air Quality*

2010 ◽  
Vol 80 (6) ◽  
pp. 280-286 ◽  
Author(s):  
Sherry Everett Jones ◽  
Alisa M. Smith ◽  
Lani S. Wheeler ◽  
Tim McManus
Keyword(s):  
Air Quality ◽  
Indoor Air Quality ◽  
Indoor Air ◽  
School Policies ◽  
Policies And Practices

scholarly journals Assessment for Learning in Science Classrooms

2015 ◽  
Vol 1 (2) ◽  
pp. 78-86 ◽  
Author(s):  
Christine Harrison
Keyword(s):  
Conceptual Understanding ◽  
Classroom Assessment ◽  
Assessment For Learning ◽  
Experienced Teachers ◽  
Classroom Talk ◽  
Science Classrooms ◽  
Effective Feedback ◽  
Classroom Activities ◽  
Effective Pedagogy ◽  
Future Learning

Classroom assessment has grown in prominence over the last few decades and particularly the formative approach to instruction through assessment for learning (AfL). This paper draws across a number of studies about classroom talk to make a case for and propose some of the preconditions for effective feedback through Assessment for Learning interactions in science classrooms. As such, it provides an underpinning for formative pedagogy that structures classroom activities to provide more feedback and so create opportunities for teachers to respond to learners’ needs. Creating effective pedagogy, where feedback drives future learning, is a complex set of practices that requires both novice and experienced teachers to think carefully how they might build and evolve activities and dialogue, that help students voice and develop their conceptual understanding and an understanding of how they learn.

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