Direct linkERIC Number: ED519850
Record Type: Non-Journal
Publication Date: 2008
Pages: 8
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-8755-3716
EISSN: N/A
Harvard Education Letter. Volume 24, Number 4, July-August 2008
Chauncey, Caroline, Ed.
Harvard Education Press
"Harvard Education Letter" is published bimonthly by the Harvard Graduate School of Education. This issue of "Harvard Education Letter" contains the following articles: (1) Taking the Measure of New Teachers: California Shifts from Standardized Tests to Performance-Based Assessment as a Condition of Licensure (Robert Rothman); (2) When 1/2 + 1/3 = 2/5: Investigating Student Thinking to Teach Fractions Well; and (3) What's Wrong with Wrong Answers? Standardized Tests Fail to Capture This Important Data Source (Rebecca Kopriva). Online version may contain additional articles.
Descriptors: Beginning Teachers, Standardized Tests, Performance Based Assessment, Teacher Effectiveness, Teacher Evaluation, Mathematics, Mathematics Instruction
Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: hepg@harvard.edu; Web site: http://www.hepg.org/hep
Publication Type: Collected Works - Serial; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Harvard University, Graduate School of Education
Identifiers - Location: California; Connecticut
Grant or Contract Numbers: N/A
