語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
FindBook
Google Book
Amazon
博客來
Formative Assessment Practices in a Linguistically and Culturally Diverse Elementary Classroom: A Case Study.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Formative Assessment Practices in a Linguistically and Culturally Diverse Elementary Classroom: A Case Study./
作者:
Yang, Xuexue.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:
177 p.
附註:
Source: Dissertations Abstracts International, Volume: 82-12, Section: A.
Contained By:
Dissertations Abstracts International82-12A.
標題:
Teacher education. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28495156
ISBN:
9798505544808
Formative Assessment Practices in a Linguistically and Culturally Diverse Elementary Classroom: A Case Study.
Yang, Xuexue.
Formative Assessment Practices in a Linguistically and Culturally Diverse Elementary Classroom: A Case Study.
- Ann Arbor : ProQuest Dissertations & Theses, 2021 - 177 p.
Source: Dissertations Abstracts International, Volume: 82-12, Section: A.
Thesis (Ph.D.)--Michigan State University, 2021.
This item must not be sold to any third party vendors.
The increased numbers of emergent bilinguals (EBs) in mainstream classrooms demand that teachers employ high leverage practices for all students. One powerful teaching practice that holds promise for supporting all students is formative assessment. However, little attention has been given to the connection between teachers' assessment expertise, formative assessment practices, and supporting all student learning. Drawing on formative assessment from a sociocultural perspective and Lyon's (2013a) Conceptualization Framework of Teacher's Assessment Expertise, this qualitative study adopts a single case study design (Yin, 2003), examining an elementary teacher's daily formative assessment practices in her fifth-grade mathematics classrooms. This study aims to uncover the nature of formative assessment practices in classrooms, the teacher's beliefs about challenges that EBs may encounter, her corresponding support to EBs, as well as the alignment between the teachers' beliefs, formative assessment practices, and EBs' perception of their learning needs. Multiple data sources were collected: classroom observations, interviews with the teacher (i.e., Mrs. G) with EBs, and artifacts. Findings in this study are organized based on research questions. The first findings chapter focuses on the nature of Mrs. G's formative assessment practices. Findings revealed that discourse is an essential part of formative assessment practices in Mrs. G's math class. During the enactment of discursive formative assessment, Mrs. G places great value on having a classroom culture that prioritizes student ideas. Two practices emerged as she enacted discursive formative assessment: (1) communicating and clarifying learning targets and (2) eliciting and responding to student ideas. Yet, there seemed a large range regarding how Mrs. G presented learning targets and elicited student thinking. The first findings chapter illustrates the relationships between the higher and lower level of formative assessment practices, and how these practices align with Mrs. G's value on creating the classroom culture that foregrounds students' ideas.The second findings chapter is organized to answer the second set of research questions. Findings revealed instances of both alignment and misalignment among Mrs. G's formative assessment practices, beliefs, and EBs' perception of their learning needs. There are three emerging themes as to the construct of alignment: (1) alignment between Mrs. G's beliefs of discourse in formative assessment and EBs' perceptions; (2) alignment of Mrs. G's beliefs and practices on scaffolding for EBs and EBs' perceptions; and (3) alignment between Mrs. G's beliefs of the barriers that EBs may encounter and EBs' perceptions. Concerning the pattern of misalignment among Mrs. G's formative assessment practices, beliefs, and EB's perceptions, there are two emerging themes: (1) misalignment between supports that Mrs. G felt she provided to EBs and her actual implementation; (2) a tension between Mrs. G's beliefs of instruction for all students and EBs' needs in differentiation. Instances of the alignment and misalignment are presented.Drawing on findings in this study, I discuss six themes and claims that I find significant and connected to researchers and educators who are interested in formative assessment and working with EBs. This study can add to conversations on the implementation of formative assessment within linguistically and culturally diverse classrooms and best practices for EBs.
ISBN: 9798505544808Subjects--Topical Terms:
3172312
Teacher education.
Subjects--Index Terms:
Emergent bilinguals
Formative Assessment Practices in a Linguistically and Culturally Diverse Elementary Classroom: A Case Study.
LDR
:04815nmm a2200409 4500
001
2343499
005
20220512065822.5
008
241004s2021 ||||||||||||||||| ||eng d
020
$a
9798505544808
035
$a
(MiAaPQ)AAI28495156
035
$a
AAI28495156
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Yang, Xuexue.
$3
3682072
245
1 0
$a
Formative Assessment Practices in a Linguistically and Culturally Diverse Elementary Classroom: A Case Study.
260
1
$a
Ann Arbor :
$b
ProQuest Dissertations & Theses,
$c
2021
300
$a
177 p.
500
$a
Source: Dissertations Abstracts International, Volume: 82-12, Section: A.
500
$a
Advisor: Gotwals, Amelia.
502
$a
Thesis (Ph.D.)--Michigan State University, 2021.
506
$a
This item must not be sold to any third party vendors.
520
$a
The increased numbers of emergent bilinguals (EBs) in mainstream classrooms demand that teachers employ high leverage practices for all students. One powerful teaching practice that holds promise for supporting all students is formative assessment. However, little attention has been given to the connection between teachers' assessment expertise, formative assessment practices, and supporting all student learning. Drawing on formative assessment from a sociocultural perspective and Lyon's (2013a) Conceptualization Framework of Teacher's Assessment Expertise, this qualitative study adopts a single case study design (Yin, 2003), examining an elementary teacher's daily formative assessment practices in her fifth-grade mathematics classrooms. This study aims to uncover the nature of formative assessment practices in classrooms, the teacher's beliefs about challenges that EBs may encounter, her corresponding support to EBs, as well as the alignment between the teachers' beliefs, formative assessment practices, and EBs' perception of their learning needs. Multiple data sources were collected: classroom observations, interviews with the teacher (i.e., Mrs. G) with EBs, and artifacts. Findings in this study are organized based on research questions. The first findings chapter focuses on the nature of Mrs. G's formative assessment practices. Findings revealed that discourse is an essential part of formative assessment practices in Mrs. G's math class. During the enactment of discursive formative assessment, Mrs. G places great value on having a classroom culture that prioritizes student ideas. Two practices emerged as she enacted discursive formative assessment: (1) communicating and clarifying learning targets and (2) eliciting and responding to student ideas. Yet, there seemed a large range regarding how Mrs. G presented learning targets and elicited student thinking. The first findings chapter illustrates the relationships between the higher and lower level of formative assessment practices, and how these practices align with Mrs. G's value on creating the classroom culture that foregrounds students' ideas.The second findings chapter is organized to answer the second set of research questions. Findings revealed instances of both alignment and misalignment among Mrs. G's formative assessment practices, beliefs, and EBs' perception of their learning needs. There are three emerging themes as to the construct of alignment: (1) alignment between Mrs. G's beliefs of discourse in formative assessment and EBs' perceptions; (2) alignment of Mrs. G's beliefs and practices on scaffolding for EBs and EBs' perceptions; and (3) alignment between Mrs. G's beliefs of the barriers that EBs may encounter and EBs' perceptions. Concerning the pattern of misalignment among Mrs. G's formative assessment practices, beliefs, and EB's perceptions, there are two emerging themes: (1) misalignment between supports that Mrs. G felt she provided to EBs and her actual implementation; (2) a tension between Mrs. G's beliefs of instruction for all students and EBs' needs in differentiation. Instances of the alignment and misalignment are presented.Drawing on findings in this study, I discuss six themes and claims that I find significant and connected to researchers and educators who are interested in formative assessment and working with EBs. This study can add to conversations on the implementation of formative assessment within linguistically and culturally diverse classrooms and best practices for EBs.
590
$a
School code: 0128.
650
4
$a
Teacher education.
$3
3172312
650
4
$a
Educational tests & measurements.
$3
3168483
650
4
$a
Elementary education.
$3
641385
650
4
$a
Multicultural education.
$3
526718
653
$a
Emergent bilinguals
653
$a
Fifth grade mathematics
653
$a
Discourse
653
$a
Learning targets
653
$a
Scaffolding
653
$a
Differentiation
653
$a
Student perceptions
690
$a
0530
690
$a
0455
690
$a
0288
690
$a
0524
710
2
$a
Michigan State University.
$b
Curriculum, Instruction, and Teacher Education - Doctor of Philosophy.
$3
2097837
773
0
$t
Dissertations Abstracts International
$g
82-12A.
790
$a
0128
791
$a
Ph.D.
792
$a
2021
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28495156
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9465937
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入