Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19450
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dc.contributor.authorJiang, Heng-
dc.date.accessioned2018-02-05T01:39:46Z-
dc.date.available2018-02-05T01:39:46Z-
dc.date.issued2012-04-
dc.identifier.citationJiang, H. (2012, April). Learning to teach low-SES (socioeconomic status) pupils through assessment in China. Paper presented at the Annual Meeting of the American Educational Research Association, Vancouver, British Columbia, Canada.en
dc.descriptionThis paper was presented at the Annual Meeting of the American Educational Research Association, held in Vancouver, British Columbia, Canada from 13 – 17 Apr 2012-
dc.description.abstractThis case study describes for one rural school in China how pre-service teachers perceived their rural students and how they learned to focus on the test-related activities through the collaborative work with their intern colleagues and mentors. As this study explains, pre-service teachers learned from their mentors and support each other in learning to teach. I find that such professional collaboration sometimes promote teachers learning how to work with lower achieving students more effectively and offer them more cognitively demanding knowledge. This is referred to as “teaching through assessment”. Yet, some pre-service teachers in this study support each other in becoming more skilled in “teaching for assessment”, as well as in explicitly distinguishing between higher achieving and lower achieving students.en
dc.description.urihttp://www.aera.net/Publications/Online-Paper-Repository-
dc.language.isoenen
dc.titleLearning to teach low-SES (socioeconomic status) pupils through assessment in Chinaen
dc.typeConference Paperen
local.message.claim2021-12-22T12:24:15.595+0800|||rp00062|||submit_approve|||dc_contributor_author|||None*
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextWith file-
item.languageiso639-1en-
item.openairetypeConference Paper-
item.grantfulltextOpen-
item.cerifentitytypePublications-
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