ERIC Number: EJ1054649
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Assessing Student Learning through Guided Inquiry: A Case Study of a Beginning Teacher
d'Souza, Lisa A.
Journal of Education, v192 n2-3 p79-87 2011-2012
A case study of a beginning teacher in an urban high school, conducted over five years including one preservice year and the first four years of teaching, describes how the teacher came to understand and amend her assessment practices through guided questioning of student work. The protocol poses questions to engage teachers in discussions about the development of assessments, the impact of mandates, expectations for pupil learning, and future modifications. The case study, part of a larger university research project designed to understand the process of learning to teach, confirmed the value of using a guided inquiry interview protocol to help beginning teachers become reflective practitioners.
Descriptors: Inquiry, Case Studies, Beginning Teachers, Urban Schools, Educational Practices, Student Evaluation, Faculty Development, Protocol Analysis, Accountability, Teacher Expectations of Students, Change Strategies, Training Methods, Teaching Experience, Teaching Skills, Capacity Building, High Schools, Secondary School Teachers
Boston University School of Education. Two Silver Way, Boston, MA 02215. Tel: 617-353-3230; e-mail: firstname.lastname@example.org; Web site: http://www.bu.edu/journalofeducation
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A