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Connecting Teaching and Learning: History, Evolution, and Case Studies of Teacher Work Sample Methodology
By Ronald A. Beghetto (Contribution by), Karen S. Buchanan (Contribution by), Barbara Chesler Buckner (Contribution by), Diane S. Calhoun (Contribution by), Kyle Dahlem (Contribution by), Peter Denner (Contribution by), Emerson J. Elliott (Contribution by), C Samuel Evans (Contribution by), Tracy Fredman (Contribution by), Russell L. French (Contribution by), Gerald Girod (Contribution by), Mark Girod (Contribution by), John E. Henning (Contribution by), David Imig (Contribution by), Scott Imig (Contribution by), Mary Johnson (Contribution by), Frank W. Kohler (Contribution by), George E. Malo (Contribution by), Kathleen McKean (Contribution by), Jack Newsome (Contribution by), Julie Newsome (Contribution by), Antony Norman (Contribution by), Roger Pankratz (Contribution by), Ray Pecheone (Contribution by), Victoria L. Robinson (Contribution by), Hilda Rosselli (Contribution by), Linda Samek (Contribution by), Del Schalock (Contribution by), Mark Schalock (Contribution by), Gary J. Skolits (Contribution by), Douglas W. Smith (Contribution by), Ruth Chung Wei (Contribution by), Karen S. Wetherill (Contribution by), Hilda Rosselli (Editor), Mark Girod (Editor), Meredith Brodsky (Editor)
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By Ronald A. Beghetto (Contribution by), Karen S. Buchanan (Contribution by), Barbara Chesler Buckner (Contribution by), Diane S. Calhoun (Contribution by), Kyle Dahlem (Contribution by), Peter Denner (Contribution by), Emerson J. Elliott (Contribution by), C Samuel Evans (Contribution by), Tracy Fredman (Contribution by), Russell L. French (Contribution by), Gerald Girod (Contribution by), Mark Girod (Contribution by), John E. Henning (Contribution by), David Imig (Contribution by), Scott Imig (Contribution by), Mary Johnson (Contribution by), Frank W. Kohler (Contribution by), George E. Malo (Contribution by), Kathleen McKean (Contribution by), Jack Newsome (Contribution by), Julie Newsome (Contribution by), Antony Norman (Contribution by), Roger Pankratz (Contribution by), Ray Pecheone (Contribution by), Victoria L. Robinson (Contribution by), Hilda Rosselli (Contribution by), Linda Samek (Contribution by), Del Schalock (Contribution by), Mark Schalock (Contribution by), Gary J. Skolits (Contribution by), Douglas W. Smith (Contribution by), Ruth Chung Wei (Contribution by), Karen S. Wetherill (Contribution by), Hilda Rosselli (Editor), Mark Girod (Editor), Meredith Brodsky (Editor)
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As accountability in education has become an increasingly prominent topic, teacher preparation programs are being asked to provide credible evidence that their teacher candidates can impact student learning.
Teacher Work Samples, first developed 30 years ago, have emerged as an effective method of quantifying the complex set of tasks that comprise effective teaching and documenting the effectiveness of preservice teachers' impact on student learning. Hilda Rosselli, Mark Girod, and Meredith...
Teacher Work Samples, first developed 30 years ago, have emerged as an effective method of quantifying the complex set of tasks that comprise effective teaching and documenting the effectiveness of preservice teachers' impact on student learning. Hilda Rosselli, Mark Girod, and Meredith...
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