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Collaborative Analysis of Student Work: Improving Teaching and Learning

reviewed by Susan Pasquarelli - 2004

coverTitle: Collaborative Analysis of Student Work: Improving Teaching and Learning
Author(s): G.M. Langer, A.B. Colton & L.S. Goff
Publisher: Association for Supervision and Curriculum Development, Alexandria, VA
ISBN: 0871207842, Pages: 212, Year: 2003
Search for book at Amazon.com

What do teacher self-evaluation, student performance assessment, standards-based teaching and learning, action research, and student achievement have in common? Langer, Colton, and Goff ‘s new book, Collaborative Analysis of Student Work: Improving Teaching and Learning, combines years of research and practice in these important academic areas to produce a systematic professional development program that provides teachers with a valuable constructivist process to improve teaching and learning. Collaborative Analysis of Student Learning (CASL) is a system developed for teachers to participate in collaborative inquiry study groups to understand the connections between their standards-based instructional goals and their students' learning and achievement. As a result of each teacher's focus on two students, the authors maintain that teachers make discoveries about their own teaching as well as about students' knowledge, skills, and dispositions in a target instructional area. The CASL book is a step-by-step guide that "teaches" the system in a clear, concise manner. A staff developer, teacher educator, administrator, or group of teachers would find this book to... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 106 Number 5, 2004, p. 1026-1029
https://www.tcrecord.org ID Number: 11229, Date Accessed: 8/1/2021 10:06:27 PM

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About the Author
  • Susan Pasquarelli
    Roger Williams University
    E-mail Author
    SUSAN LEE PASQUARELLI earned her doctoral degree in Language, Literacy and Cultural Studies from Boston University and is an associate professor of literacy teacher education at Roger Williams University in Bristol, Rhode Island. Teacher education performance assessment has been the focus of her work for the last six years. In addition to designing performance assessment systems for RWU beginning teachers and graduate reading specialists, she has presented her work and associated research at regional and national conferences. Among her recent published works is: "Matching Standards with Substance: Preparing Pre-service Teachers to Teach Literacy" with R. McCormack in J. Many (Editor), The Literacy Educator’s Resource Book: Touchstones from the Teaching Lives of Literacy Scholars published by Lawrence Erlbaum Associates (2001).
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