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221110s2023 nyua b 001 0 eng |
010 |
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|a 2022047032
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|a9780807768235|q(hbk.)
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020 |
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|a9780807768228|q(pbk.) : |cNT$1054
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|a9780807781661|q(ebk.)
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|aDLC|beng|cDLC|dDLC|dTMUE|eaacr2
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042 |
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|apcc
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050 |
00
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|aLB2157.A3|bS54 2023
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082 |
00
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|a370.71/1|223/eng/20221110
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095 |
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|aTMUE|b41|cA0336772|pB|d370.711|eS551|y2023|tDDC|r1054
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100 |
1
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|aSherfinski, Melissa.
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245 |
10
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|aRooted in belonging : |bcritical place-based learning in early childhood and elementary teacher education / |cMelissa Sherfinski with Sharon Hayes ; foreword by Christopher P. Brown.
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260 |
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|aNew York, NY : |bTeachers College Press, |cc2023.
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300 |
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|axiv, 175 p. :|bill. ;|c23 cm.
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490 |
1
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|aEarly childhood education series
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504 |
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|aIncludes bibliographical references (p. 147-162) and index.
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520 |
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|a"The author reveals how the narrative portfolio, an inquiry-based alternative to accreditation and standards-based assessments, was designed to locally document, resist and disrupt the status quo. The narrative portfolio can "speak back" to standardized preservice teacher assessments, like Praxis and edTPA, by providing spaces for preservice teachers to demonstrate their knowledge of theory and practice as it is enacted in natural settings of school and community. Critical place-based education and the narrative portfolio validate the need for meaningful assessment yet question overreliance on mainstream notions of "valid" measures of quality teaching. Sherfinski shows why humanizing, democratic place-based practices rather than a universalized vision should be at the forefront of teacher education"--|cProvided by publisher.
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650 |
0
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|aEarly childhood teachers|xTraining of.
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650 |
0
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|aElementary school teachers|xTraining of.
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650 |
0
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|aPortfolios in education.
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650 |
0
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|aInquiry-based learning.
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700 |
1
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|aHayes, Sharon.
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700 |
1
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|aBrown, Christopher P.
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830 |
0
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|aEarly childhood education series (Teachers College Press)
|