Supporting teacher responsiveness in assessment for learning through disciplined noticing-Reference-Cited by-同舟云学术

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Supporting teacher responsiveness in assessment for learning through disciplined noticing

Published:2018-10-02 Issue:4 Volume:29 Page:464-478
ISSN:0958-5176
Container-title:The Curriculum Journal
language:en
Short-container-title:Curric. j.

Author:

Cowie Bronwen¹,Harrison Christine²,Willis Jill³

Affiliation:

1. Faculty of Education, Wilf Malcolm Institute of Educational ResearchUniversity of Waikato Hamilton New Zealand

2. Department of Education and Professional StudiesKings College London London UK

3. Faculty of EducationQueensland University of Technology Brisbane Australia

Publisher

Wiley

Subject

Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1080/09585176.2018.1481442

Reference69 articles.

1. Multidimensionality of cultural practices: implications for culturally relevant science education

2. With an Eye on the Mathematical Horizon: Dilemmas of Teaching Elementary School Mathematics

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1. Teacher inquiry and learning stories: a site for pedagogical change;European Early Childhood Education Research Journal;2024-07-25

2. Pre-service teachers as learners of formative assessment in teaching practice;European Journal of Teacher Education;2024-03-14

3. Primary teachers’ early and retrospective instructional vision of mathematical inquiry;Journal of Educational Change;2023-07-17

4. Students drawing conclusions about assessment to inform school change;Cambridge Journal of Education;2023-07-02

5. Accessibility in assessment for learning: sharing criteria for success;Frontiers in Education;2023-05-10

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