Making teacher change happen

Changing Teacher Professionalism: International Trends, Challenges and Ways Forward

Volumn , Issue , 2008, Pages 145-156

  Black, Paul ^a  

^a NONE

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[No Author keywords available]

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EID: 84919555571     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203887264     Document Type: Chapter

References (27)

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2. Black, P. (1997) 'Whatever happened to TGAT?', in C. Cullingford (ed.), Assessment vs. Evaluation, Cassell: London, pp. 24-50.
3. Black, P. (2003) '"In praise of educational research": formative assessment', British Educational Research Journal, 29 (5): 623-637.
4. Black, P. (2006) 'Developing a theory of formative assessment', in J. Gardner (ed.), Assessment and Learning, London: Sage, pp. 143-181.
5. Black, P. (2007) 'Full marks for feedback', Making the Grade (Journal of the Institute of Educational Assessors), Spring: 18-21.
6. Black, P. and Ogborn, J. M. (1970) 'The Nuffield advanced physics course', Physics Bulletin, 21: 301-303.
7. Black, P. and Ogborn, J. M. (1977) 'The Nuffield A-level physics examination', Physics Education, 12: 12-16.
8. Black, P. and Wiliam, D. (1998a) 'Assessment and classroom learning', Assessment in Education, 5 (1): 7-74.
9. Black, P. and Wiliam, D. (1998b) 'Inside the black box: raising standards through classroom assessment', PhiDelta Kappan, 80 (2): 139-148.
10. Black, P. , Davies, P. and Ogborn, J. M. (1971) 'A quantum shuffling game for teaching statistical mechanics', American Journal of Physics, 39: 1154-1159.
11. Black, P. , Hopgood, F. R. A. and Ogborn, J. M. (1972) 'Computer animation - chance and thermal equilibrium', Some Research Applications of the Computer, Didcot: Atlas Computer Laboratory.
12. Black, P. , Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2002) Working Inside the Black Box: assessment for learning in the classroom, London: GL assessment.
13. Black, P. , Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2003) Assessment for Learning: putting it into practice, Buckingham: Open University Press.
14. Black, P. , Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2004) 'Working inside the black box: assessment for learning in the classroom', Phi Delta Kappan, 86 (1), 8-21.
15. Dweck, C. S. (2000) Self-Theories: their role in motivation, personality and development, London: Taylor & Francis.
16. Haber-Schaim, U. (1993) 'National science education standards: an asset or a liability?', The Physics Teacher, 31: 220.
17. Haber-Schaim, U. (1998) 'Reform in science education: then and now', The Physics Teacher, 36: 294-296.
18. Haber-Schaim, U. (2000) PSSC Physics: a personal perspective. Online. Available www.aapt.org/publications/pssc.cfm (accessed January 2008).
19. Hargreaves, D. H. (1999) 'The knowledge creating school', British Journal of Educational Studies, 47 (2): 122-144.
20. Harlen, W., Gipps, C., Broadfoot, P. and Nuttall, D. (1992) 'Assessment and the improvement of education', The Curriculum Journal, 3 (3): 215-230.
21. Holton, G. (1969) 'Harvard project physics; a report on its aims and current status', Physics Education, 4: 19-25.
22. Jenkins, E. W. (1979) From Armstrong to Nuffield: studies in twentieth-century science education in England and Wales, London: John Murray. See Chapter 8.
23. McCombs, B. L. and Miller, L (2007) Learner-Centred Classroom Practices and Assessments: maximising student motivation, learning and achievement, Thousand Oaks, CA: Corwin Press.
24. National Research Council (1996) National Science Education Standards, Washington, DC: National Academy Press.
25. Pellegrino, J. W., Chudowsky, N. and Glaser, R. (eds) (2001) Knowing What Students Know: the science and design of educational assessment, Washington, DC: National Academy Press.
26. Rudolph, J. L. (2002) Scientists in the Classroom: the cold war reconstruction of American science education, New York: Palgrave Macmillan. (See also Rudolph's article online, available www.aapt.org/publications/pssc.cfm, accessed January 2008).
27. Wiliam, D., Lee, C., Harrison, C. and Black, P. (2004) 'Teachers developing assessment for learning: impact on student achievement', Assessment in Education, 11 (1): 49-65.