- We will send in 10–14 business days.
/images/books/12678398/9781949199819.jpg)
- Publisher: West Virginia University Press
- ISBN-10: 1949199819
- ISBN-13: 9781949199819
- Format: 14 x 21.6 x 1.6 cm, kieti viršeliai
- Language: English
- SAVE -10% with code: EXTRA
Ungrading (e-book) (used book) | bookbook.eu
Reviews
Description
The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K–12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.
CONTRIBUTORS:
Aaron Blackwelder
Susan D. Blum
Arthur Chiaravalli
Gary Chu
Cathy N. Davidson
Laura Gibbs
Christina Katopodis
Joy Kirr
Alfie Kohn
Christopher Riesbeck
Starr Sackstein
Marcus Schultz-Bergin
Clarissa Sorensen-Unruh
Jesse Stommel
John Warner
EXTRA 10 % discount with code: EXTRA
The promotion ends in 21d.21:54:04
The discount code is valid when purchasing from 10 €. Discounts do not stack.
- Publisher: West Virginia University Press
- ISBN-10: 1949199819
- ISBN-13: 9781949199819
- Format: 14 x 21.6 x 1.6 cm, kieti viršeliai
- Language: English English
The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K–12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.
CONTRIBUTORS:
Aaron Blackwelder
Susan D. Blum
Arthur Chiaravalli
Gary Chu
Cathy N. Davidson
Laura Gibbs
Christina Katopodis
Joy Kirr
Alfie Kohn
Christopher Riesbeck
Starr Sackstein
Marcus Schultz-Bergin
Clarissa Sorensen-Unruh
Jesse Stommel
John Warner
Reviews