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Beyond the bubble test : how performance assessments support 21st century learning / Linda Darling-Hammond, Frank Adamson.
Hoboken Wiley : Jossey-Bass, 2014
447 p. ; 24 cm.

Educators are unhappy with the current assessments and their focus on low-level skills like recalling and restating facts rather than higher-order skills such as problem-solving and analyzing and synthesizing information. This book examines performance assessment as an alternative to the current high stakes standardized testing system in theUnites States. A must-have resource for those interested in the current Read more...
2
Creating the conditions for classroom improvement : a handbook of staff development activities / David Hopkins ... [et al.].
London : D. Fulton Publishers, 1997.
iv, 124 p. ; 30 cm.
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Designing the learning-centred school : a cross-cultural perspective / Clive A J Dimmock.
London ; New York : Falmer Press, 2000
300 p. ; 24 cm.
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Power and knowledge-building in teacher inquiry: negotiating interpersonal and ideational difference / David H. Eddy Spicer // Language and education 2010, Vol25, N.1
2010
p. 1-17

Professional collaboration in schools features prominently in contemporary approaches to educational change. Advocates highlight the importance of situated knowledge to continuous teacher learning, sustained school reform and improved student learning. Critics portray collaboration as an invisible and coercive means of official control. The framework presented in this paper aims to treat these perspectives not as ideological positions but as starting points for empirical investigation into the dynamics of power in professional collaboration. The framework draws on social semiotic theories of lan¬guage and functional linguistics to portray the ways in which the development of ideas and the development of social relations - ideational and interpersonal meaning - move in concert. Excerpts from an in-depth study of interaction among science teachers and teacher-leaders in a secondary school undergoing broad reform illustrate the application of this framework. Attention to the dynamics of support and challenge in the most gener¬ative of these interactions reveals distinctive patterns of the negotiation of interpersonal and ideational meaning. These patterns of control provide a means of connecting the microprocesses of building knowledge with the broader dynamics of power at play in educational change
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The global classroom : activities to engage students in third millenium schools / Tony Townsend, George G Otero.
Cheltenham, Vic. : Hawker Brownlow Education, 1999
242 p. : ill. ; 29 cm.