Literaturnachweis - Detailanzeige
| Autor/inn/en | Riley, Karen L.; Stern, Barbara Slater |
|---|---|
| Titel | Understanding Cultural Influence: Using Authentic Assessment and Qualitative Methodology To Bridge Theory into Practice. |
| Quelle | (1997), (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Cultural Influences; Educational Practices; Educational Theories; Foundations of Education; Higher Education; Performance Based Assessment; Preservice Teacher Education; Qualitative Research |
| Abstract | This paper asserts that through foundations courses in teacher education programs, all preservice teachers, not only social studies teachers, should come to understand the concept of cultural influence through an examination of the philosophical, ideological, and historical past. This paper examines the subject-matter content, authentic assessment instruments, and qualitative methodological assignments in two teacher educator, foundations of education classes, experienced over a 2-year period in both a college and university setting. The findings show that most preservice teachers in these foundations courses came to understand the relationship between theory and practice through an approach to content that focused on the milieu of the philosophers and educational theorists and the experience of using qualitative methodology and other authentic assessment designs. Curriculum and assessment models are offered for Randolph Macon Woman's College (Virginia) and Auburn University at Montgomery (Alabama). An analysis of authentic assessment assignments used in this study concludes the paper. (Contains 23 references.) (EH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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