MARC Record from marc_columbia

LEADER: 06864cam a2200649 i 4500
001 15233332
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006 m o d
007 cr |n|||||||||
008 180910t20192019caua ob 001 0 eng d
035 $a(OCoLC)on1053991774
035 $a(NNC)15233332
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015 $aGBB8H6649$2bnb
016 7 $a019063248$2Uk
019 $a1173996906$a1175920819
020 $a9781506391588$q(electronic book)
020 $a1506391583$q(electronic book)
020 $a9781506391601$q(PDF)
020 $a1506391605$q(PDF)
020 $z9781506391571$q(paperback ;$qalkaline paper)
020 $z1506391575$q(paperback ;$qalkaline paper)
020 $z9781506391595
035 $a(OCoLC)1053991774$z(OCoLC)1173996906$z(OCoLC)1175920819
037 $a9781506391601$bIngram Content Group
037 $a1CB775E8-F2C6-4704-A894-B6B5DEA3BDE7$bOverDrive, Inc.$nhttp://www.overdrive.com
043 $an-us---
046 $k2019$2edtf
050 4 $aLB3051
082 04 $a371.26013$223
049 $aZCUA
100 1 $aFeldman, Joe,$eauthor.
245 10 $aGrading for equity :$bwhat it is, why it matters, and how it can transform schools and classrooms /$cJoe Feldman.
264 1 $aThousand Oaks, California :$bCorwin, a SAGE Company,$c[2019]
264 4 $c©2019
300 $a1 online resource (xxviii, 266 pages) :$billustrations (chiefly color)
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
504 $aIncludes bibliographical references (pages 247-255) and index.
505 2 $aPrologue : Mallory's dilemma -- Foundations. What makes grading so difficult to talk about (and even harder to change)? ; A brief history of grading -- The case for change : how traditional grading thwarts effective and equitable teaching and learning. How traditional grading stifles risk-taking and supports the "commodity of grades" ; Traditional grading hides information, invites biases, and provides misleading information ; Traditional grading demotivates and disempowers ; A new vision of grading -- Equitable grading practices. Practices that are mathematically accurate ; Practices that are mathematically accurate (continued) ; Practices that value knowledge, not environment or behavior ; Practices that value knowledge, not environment or behavior (continued) ; Practices that support hope and a growth mindset ; Practices that "lift the veil" ; Practices that build "soft skills" without including them in the grade ; Putting it all together : Nick and Cathy -- Epilogue : a return to Mallory's school.
520 $a"For some time, traditional (A - F) grading practices have been under fire from a wide range of stakeholder. Grading policies are wildly inconsistent from classroom to classroom, frequently misguided, uninformed, and frequently based on subjective judgments. Of even more concern, our grading practices exacerbate the achievement gap. It is well-documented that African-American and Latino students, boys, as well as special education students, are disproportionately suspended and expelled, influenced by teachers' unconscious but biased judgments of student behavior. Virtually ignored is how teachers' incorporate subjective and non-academic criteria into their grades (through criteria such as student attitude, 'participation', and 'effort'), and how approach to grading contributes to these same students' disproportionately high course failure rates and disproportionately low placement in advanced academic tracks"--Provided by publisher.
520 $a'Joe Feldman shows us how we can use grading to help students become the leaders of their own learning and lift the veil on how to succeed.... This must-have book will help teachers learn to implement improved, equity-focused grading for impact.'--Zaretta Hammond, Author of Culturally Responsive Teaching & The Brain Crack open the grading conversation Here at last--and none too soon--is a resource that delivers the research base, tools, and courage to tackle one of the most challenging and emotionally charged conversations in today's schools: our inconsistent grading practices and the ways they can inadvertently perpetuate the achievement and opportunity gaps among our students. With Grading for Equity, Joe Feldman cuts to the core of the conversation, revealing how grading practices that are accurate, bias-resistant, and motivational will improve learning, minimize grade inflation, reduce failure rates, and become a lever for creating stronger teacher-student relationships and more caring classrooms. Essential reading for schoolwide and individual book study or for student advocates, Grading for Equity provides A critical historical backdrop, describing how our inherited system of grading was originally set up as a sorting mechanism to provide or deny opportunity, control students, and endorse a 'fixed mindset' about students' academic potential--practices that are still in place a century later A summary of the research on motivation and equitable teaching and learning, establishing a rock-solid foundation and a 'true north' orientation toward equitable grading practices Specific grading practices that are more equitable, along with teacher examples, strategies to solve common hiccups and concerns, and evidence of effectiveness Reflection tools for facilitating individual or group engagement and understanding As Joe writes, 'Grading practices are a mirror not just for students, but for us as their teachers.' Each one of us should start by asking, 'What do my grading practices say about who I am and what I believe?' Then, let's make the choice to do things differently... with Grading for Equity as a dog-eared reference.
588 0 $aDescription based on print version record.
650 0 $aGrading and marking (Students)$zUnited States.
650 0 $aDiscrimination in education$zUnited States.
650 0 $aMinority students$xRating of$zUnited States.
650 0 $aEducational equalization$zUnited States.
650 7 $aDiscrimination in education$2fast$0(OCoLC)fst00895037
650 7 $aEducational equalization$2fast$0(OCoLC)fst00903418
650 7 $aGrading and marking (Students)$2fast$0(OCoLC)fst00945795
650 7 $aMinority students$xRating of$2fast$0(OCoLC)fst01023397
651 7 $aUnited States$2fast$0(OCoLC)fst01204155
655 4 $aElectronic books.
776 08 $iPrint version:$aFeldman, Joe.$tGrading for equity.$dThousand Oaks, California : Corwin, a SAGE Company, [2019]$z1506391575$w(DLC) 2018021314$w(OCoLC)1037296983
856 40 $uhttp://www.columbia.edu/cgi-bin/cul/resolve?clio15233332$zAll EBSCO eBooks
852 8 $blweb$hEBOOKS