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from: Cambridge University Press  List Price: $32.99 Amazon.com's Price: $31.17 You Save: $1.82 ( 6%)Prices subject to change. Availability: Usually ships in 24 hours
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Binding: PaperbackDewey Decimal Number: 379.26 EAN: 9780521706599 Edition: 1 ISBN: 0521706599 Label: Cambridge University Press Manufacturer: Cambridge University Press Number Of Items: 1 Number Of Pages: 382 Publication Date: April 07, 2008 Publisher: Cambridge University Press Studio: Cambridge University Press Related Items:
Browse for similar items by category: Click to Display Editorial Review: Product Description: Providing all students with a fair opportunity to learn (OTL) is perhaps the most pressing issue facing U.S. education. Moving beyond conventional notions of OTL - as access to content, often content tested; access to resources; or access to instructional processes - the authors reconceptualize OTL in terms of interaction among learners and elements of their learning environments. Drawing on sociocultural, sociological, psychometric, and legal perspectives, this book provides historical critique, theory and principles, and concrete examples of practice through which learning, teaching, and assessment can be re-envisioned to support fair OTL for all students. This book offers educators, researchers, and policy analysts new to sociocultural perspectives a readable and engaging introduction to fresh ideas for conceptualizing, enhancing, and assessing OTL; encourages those who already draw on sociocultural resources to focus attention on OTL and assessment; and nurtures collaboration among members of discourse communities who have rarely engaged one another's work. Book Description: This book offers educators, researchers, and policy analysts new to sociocultural perspectives a readable and engaging introduction to fresh ideas for conceptualizing, enhancing, and assessing OTL; encourages those who already draw on sociocultural resources to focus attention on OTL and assessment; and nurtures collaboration among members of discourse communities who have rarely engaged one another's work. 
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