Titlebook: Learning to Teach with Assessment; A Student Teaching E Heng Jiang Book 2015 The Author(s) 2015 Chinese teacher identity.Chinese teaching i

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Introduction,s to the tacit judgments of the students that guide teachers’ assessment practices. These two acts of assessment constitute an authentic teaching task for the participants in this study. Furthermore, this chapter introduces the design of the study, the participants, and the structure of the book.

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Symbolic Boundaries: The Underlying Scripts for Teacher Learning,. This chapter uses the theory of boundary work (Lamont and Molnar 2002) to depict the underlying .and discusses how the participating interns differentiated their teaching content, classroom activities, monitoring styles, and teaching pace according to evaluative criteria, a set of symbolic boundaries that they applied to their students.

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Book 2015 practice, and of beginning teachers seeking their identities. She offers a perspective of learning to teach with assessment instead of for assessment, and examines how it shapes the learn-to-teach experiences.

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Encyclopedia of Traditional Chinese Medicines -Molecular Structures, Pharmacological Activities, NatVol. 6: Indexes

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