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Assessing the Practicum in teacher education – Do we want candidates and mentors to agree?
16 references·1 citing·34 second hop
Assessing the Practicum in teacher education – Do we want candidates and mentors to agree? (2010)Assessing the Practicum in teacher educat…Learning by Expanding (2014)Learning by ExpandingIndeterminacy in the use of preset criteria for assessment and grading (2008)Indeterminacy in the use of p…How to Give Effective Feedback to Your Students (2008)How to Give Effective Feedbac…Focus on Formative Feedback (2008)Focus on Formative FeedbackThe Power of Feedback (2007)The Power of FeedbackThe teaching portfolio in US teacher education programs: what we know and what we need to know (2001)The teaching portfolio in US …Perspectives on Activity Theory (1999)Perspectives on Activity Theo…Innovative learning in work teams: Analyzing cycles of knowledge creation in practice (1999)Innovative learning in work t…Formative Assessment: revisiting the territory (1998)Formative Assessment: revisit…A course in language teaching (1996)A course in language teachingValidity of psychological assessment: Validation of inferences from persons' responses and performances as scientific inquiry into score meaning. (1995)Validity of psychological ass…The roles of the cooperating teacher and university supervisor in learning to teach (1995)The roles of the cooperating …Educational measurement, 3rd ed. (1989)Educational measurement, 3rd …Experiential Learning : Experience as the Source of Learning and Development (1983)Experiential Learning : Exper…Mind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…Educational Measurement. (1951)Educational Measurement.Navigating between traditional and innovative music teaching: Analyzing practicum conversations through practice architecture theory (2024)Navigating between traditiona…Thought and language (1962)The Reflective Practitioner: How Professionals Think in Action (1985)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Studies of expansive learning: Foundations, findings and future challenges (2010)Boundary Crossing and Boundary Objects (2011)Construct validity in psychological tests. (1955)Handbook of Industrial and Organizational Psychology. (1977)The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning (1997)Toward a Definition of Mixed Methods Research (2007)The COSMIN study reached international consensus on taxonomy, terminology, and definitions of measurement properties for health-related patient-reported outcomes (2010)Handbook of research on teaching (1986)A social-cognitive approach to motivation and personality. (1988)Assessment and Classroom Learning (1998)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)Rethinking models of feedback for learning: the challenge of design (2012)The development of student feedback literacy: enabling uptake of feedback (2018)Self-efficacy mechanism in human agency. (1982)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (2008)Developing the theory of formative assessment (2009)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Qualitative Analysis for Social Scientists (1987)Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education (2005)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)The ‘digital natives’ debate: A critical review of the evidence (2008)Current Issues in the Teaching of Grammar: An SLA Perspective (2006)A typology of written corrective feedback types (2008)Materials development for language learning and teaching (2012)Statistical methods in psychology journals: Guidelines and explanations. (1999)A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students (2004)Students' evaluations of University teaching: Research findings, methodological issues, and directions for future research (1987)Complex, Performance-Based Assessment: Expectations and Validation Criteria (1991)Process analytic models of creative capacities (1991)
this work references cited by second hop

References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 1983Experiential Learning : Experience as the Source of Learning and Development33,193 cited
  • 2007The Power of Feedback12,871 cited
  • 2014Learning by Expanding4,988 cited
  • 2008Focus on Formative Feedback4,623 cited
  • 1995Validity of psychological assessment: Validation of inferences from persons' responses and performances as scientific inquiry into score meaning.4,169 cited
  • 1999Perspectives on Activity Theory3,241 cited
  • 1989Educational measurement, 3rd ed.2,851 cited
  • 1951Educational Measurement.1,661 cited
  • 1996A course in language teaching1,184 cited
  • 1998Formative Assessment: revisiting the territory1,106 cited
  • 1999Innovative learning in work teams: Analyzing cycles of knowledge creation in practice951 cited
  • 1995The roles of the cooperating teacher and university supervisor in learning to teach539 cited
  • 2008How to Give Effective Feedback to Your Students535 cited
  • 2008Indeterminacy in the use of preset criteria for assessment and grading489 cited
  • 2001

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The teaching portfolio in US teacher education programs: what we know and what we need to know
408 cited

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  • 2024Navigating between traditional and innovative music teaching: Analyzing practicum conversations through practice architecture theory2 cited