Search for dissertations about: "teachers assessment practices"
Showing result 1 - 5 of 23 swedish dissertations containing the words teachers assessment practices.
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1. Assidere Necesse Est : Necessities and complexities regarding teachers’ assessment practices in technology education
Abstract : This thesis focuses on teachers’ assessment practices in primary and lower secondary schools for technology education (Sv. Teknik). It is grounded in my prior experience as a teacher but also addresses the national and international research fields of technology education and assessment. READ MORE
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2. Assessment in Multilingual Schools : A comparative mixed method study of teachers’ assessment beliefs and practices among language learners - CLIL and migrant students
Abstract : This thesis presents the results from two research projects on teachers’ assessment beliefs and practices in multilingual education. Study I involved teachers of biology, history or English as a foreign language (EFL) in Swedish upper secondary Content and Language Integrated Learning (CLIL) schools, grades 10-12, where English is used as the medium of instruction. READ MORE
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3. Learning and Teaching to Read in Kiswahili in Pre-Primary Classes in Tanzania : Teachers' Beliefs and Instructional Practices
Abstract : Teachers’ beliefs have the potential to influence teachers’ instructional decisions and or even accept, resist or renegotiate the mandated curriculum intentions. Knowledge about these relations in pre-primary education in Tanzania is largely lacking. READ MORE
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4. Assessing Scientific Literacy as Participation in Civic Practices : Affordances and constraints for developing a practice for authentic classroom assessment of argumentation, source critique and decision-making
Abstract : This thesis takes a departure from a view of scientific literacy as situated in participation in civic practices. From such a view, it becomes problematic to assess scientific literacy through decontextualised test items only dealing with single aspects of participation in contexts concerned with science. READ MORE
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5. Desires for mathematics teachers and their knowledge : Practicum, practices, and policy in mathematics teacher education
Abstract : This dissertation is driven by questions about images of desired teachers, privileged teacher knowledge, and access to knowledge in teacher education. My position is that images of particular teachers restrict access to teacher education, while visible knowledge increases epistemic access. READ MORE