Making instruction and assessment responsive to diverse students' progress: Group-administered dynamic assessment in teaching mathematics

Journal of Learning Disabilities

Volumn 44, Issue 4, 2011, Pages 381-395

  Jeltova, Ida ^a   Birney, Damian ^b   Fredine, Nancy ^c   Jarvin, Linda ^d   Sternberg, Robert J ^e   Grigorenko, Elena L ^f,g,h  

^a CITY UNIVERSITY OF NEW YORK   (United States)

^b UNIVERSITY OF NEW SOUTH WALES   (Australia)

^c State of Connecticut ^*  (United States)

^d Ecole Parsons à Paris Paris College of Art   (France)

^e OKLAHOMA STATE UNIVERSITY   (United States)

^f YALE UNIVERSITY SCHOOL OF MEDICINE   (United States)

^g MOSCOW STATE UNIVERSITY   (Russian Federation)

^h Columbia University ^*  (United States)

Author keywords

achievement gap; dynamic assessment; dynamic instruction; theory of successful intelligence; triarchic theory of intelligence

Indexed keywords

ARTICLE; CHILD; EDUCATIONAL MODEL; FEMALE; HUMAN; INTELLIGENCE; MALE; MATHEMATICS; METHODOLOGY; PSYCHOLOGICAL ASPECT; PSYCHOLOGICAL MODEL; STUDENT; TEACHING;

CHILD; FEMALE; HUMANS; INTELLIGENCE; MALE; MATHEMATICS; MODELS, EDUCATIONAL; MODELS, PSYCHOLOGICAL; STUDENTS; TEACHING;

EID: 80053272502     PISSN: 00222194     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022219411407868     Document Type: Article

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