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ERIC Number: EJ944081
Record Type: Journal
Publication Date: 2011-Sep
Pages: 13
Abstractor: As Provided
Reference Count: 61
ISBN: N/A
ISSN: ISSN-0033-1538
Teachers' Ability to Assess Students for Teaching and Supporting Learning
Hollenweger, Judith
Prospects: Quarterly Review of Comparative Education, v41 n3 p445-457 Sep 2011
Over the last decade, the pressure has increased for teachers to facilitate the best possible learning for all children. States collect much information to ensure that schools are accountable to all students. But is this information helping to improve provision for a diverse student population in inclusive settings? It is well established that teachers' attitudes and beliefs influence students' learning. Research evidence also shows that teachers seem to face particular difficulties in trying to understand students who have a disability or are performing poorly. Teacher education could contribute more substantially towards helping teachers to adequately understand those student characteristics most relevant to learning. This article presents a model to help understand the complex competency required to assess students adequately. It is suggested that introducing teachers to a functional language for describing disability could help teachers to focus on enabling learning and development rather than labelling.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A