Tag
Ind#1
Ind#2
Name
000
01820 a2200241 4500
001
22862106
008
221110s2023 nyu b 001 0 eng
020
/a9780807768228
039
/a20251219114212 /bUTR04967/y20251224115833/dUTR04967/y20251224115942/dUTR04967
090
0
0
/aLB2157.A3 /b.S551 2023
100
1
/aSherfinski, Melissa.
245
1
0
/aRooted in belonging : /bcritical place-based learning in early childhood and elementary teacher education / /cMelissa Sherfinski with Sharon Hayes ; Foreword by Christopher P. Brown.
260
/aNew York, NY /bTeachers College Press /c2023
300
/axiv, 175 pages ; /c24 cm.
490
0
/aEarly childhood education series
520
/a"The author reveals how the narrative portfolio, an inquiry-based alternative to accreditation and standards-based assessments, was designed to locally document, resist and disrupt the status quo. The narrative portfolio can "speak back" to standardized preservice teacher assessments, like Praxis and edTPA, by providing spaces for preservice teachers to demonstrate their knowledge of theory and practice as it is enacted in natural settings of school and community. Critical place-based education and the narrative portfolio validate the need for meaningful assessment yet question overreliance on mainstream notions of "valid" measures of quality teaching. Sherfinski shows why humanizing, democratic place-based practices rather than a universalized vision should be at the forefront of teacher education"-- /cProvided by publisher.
650
0
/aEarly childhood teachers /xTraining of.
650
0
/aElementary school teachers /xTraining of.
650
0
/aPortfolios in education.
650
0
/aInquiry-based learning.
700
1
/aHayes, Sharon.
700
1
/aBrown, Christopher P.